
'•trtti! ^r.-. 






^'***^, 



:*^i 




Y 



J It. 




LIBRARY OF CONGRESS. 

Chap..JL*_. Copyright No./../.i 
Shell..... J_. 

S OF AMER 



UNITED STATES 



RICA. 



A HISTORY OF 



THE UNITED STATES 





^^^^^^^^^^v^^T^^^X 



A HISTORY OF 

THE UNITED STATES 

FOR SCHOOLS 



BY 

WILBUR F. GORDY 

PRINCIPAL OF THE NORTH SCHOOL, HARTFORD, CONN. 



WITH MANY ILLUSTRATIONS AND MAPS 



NEW EDITION 



NEW YORK 

CHARLES SCRIBNER'S SONS 

1899 







COPYRIGHT, 1898, 1899, BY 
CHARLES SCRIBNER'S SONS 

TWO COPIES RECEIVED. 




tECONn OOP^ 



EC0N,^O0P'v^ ^^ 



TROW DIRECTORY 

PRINTING AND BOOKBINDING COMPANY 

NEW TORK 



I. H. G. 



PREFACE 

The function of the writer and of the teacher of history 
is to explain the meaning of human life as revealed in the 
records of the past. For such explanation much depends 
upon the selection of facts. The writer of history, when 
addressing himself to adult readers, must exercise the 
nicest discrimination in choosing facts that are typical. 
With immeasurably greater care should such choice be 
made by the writer of a text-book whose task it is to aid 
immature minds to get an impression of the truth. 

Tn the school-room, then, the guiding principle should 
be the iiatiirc of the facts rather than their number. As 
already intimated, this principle should find application, 
even when the purpose is to develop thorough scholarship. 
But this is not the purpose of history teaching in grammar 
grades. In these grades, only a short time, during which 
many other studies are pursued, is devoted to the study 
of history. Under such conditions, the acquisition of a con- 
siderable bodv of facts cannot wisely be a dominant motive. 
Higher aims should demand attention. One of these is to 
develop in the pupil an interest in history — a fondness for 
historical reading. Another is to teach him how to read 
history. He should be led to see that a little judicious and 
thorough reading, with a definite plan, will yield better re- 
sults than much aimless and desultory reading of even the 
best authorities. 

The author, feeling intensely the value of these aims, 
believes that too many indiscriminate facts are presented 



VI 11 PREFACE 

in text-books. He has therefore, as an outcome of a life- 
long interest in the study and of many years' experience in 
teaching it, prepared a book which he hopes will serve as 
an aid to an intelligent teaching of history. He has been 
careful not only in selecting, but in grouping typical events, 
which can have their full value only when they are known 
as causes or as results. 

The reader is invited to examine briefl}' the plan of the 
book. After a short chapter on early discoveries, follows 
an account of the struggle, on the part of the Spanish, the 
English, the Dutch, and the French, for control in the New 
World. In this account painstaking care has been exer- 
cised in selecting significant events. For example, the ad- 
ventures of Balboa, Cortez, and Pizarro — romantic and in- 
teresting as they are — have been omitted from the body of 
the text, in order to give more space to topics of greater 
importance. But enough has been told to explain the nat- 
ure of Spanish exploration, the objects and methods of the 
Spaniards, and the reasons for their failure to plant success- 
ful colonies north of Mexico. 

Following this chapter is a similar one on the " English 
in the New World," leading up to an account of life in 
typical English colonies. These colonies are divided into 
three groups. Virginia and Maryland represent the South« 
ern group; Massachusetts and Connecticut, the New Eng- 
land group ; and New York and Pennsylvania, the Middle 
group. 

Two or three things should be noted in connection with 
the treatment of these typical colonies. In the first place, 
the history of each group is brought down to 1689 — a turn- 
ing-point in American history. The pupil can thus study 
separately the three parallel streams of colonial history, 
without the inevitable and almost inextricable confusion 
which must attend a strictly chronological treatment of the 



PREFACE ix 

thirteen colonies, whether taken up singly or altogether. 
In the second place, emphasis is laid upon what is impor- 
tant. The selection of typical colonies and of typical events 
in the life of these colonies must, of course, give more space 
for intelligent and interesting treatment of illustrative facts. 
In the third place, certain definite characteristics of the 
people in any one of the groups can, by comparison and 
contrast, be distinctly brought out by this method of study. 

Of course there is an elimination of some matter gener- 
ally used in text-books. At the ends of chapters, however, 
may be found, in the " Notes," reference to the colonies not 
treated fully in the body of the text. The subject-matter 
of these " Notes" has been carefully selected and will supply 
nearly all that is needed in schools where the conditions re- 
quire a special handling of the colony in question. The 
author observes with keen satisfaction the movement in 
favor of teaching local history, and earnestly recommends 
that such teaching find a place in all American schools. 

Up to 1689 there was little of the spirit of union among 
the colonies. To a great extent, each went its own way. 
But after 1689, three sets of influences — Indian wars, troub- 
les with the French, and difficulties with the royal and the 
proprietary governors — gradually brought the colonies into 
closer sympathy and prepared them for union. To make 
clear the working of these three sets of historic forces, the 
following topics are introduced in the order named : " Life 
among the Indians " and " Indian Wars ; " " French Explo- 
rations " and the "Last French War ; " and "Life among 
the Colonies " and " Growth toward Union." 

Special attention is called to the facts selected to explain 
the real meaning of the intercolonial struggle between the 
English aid the French. Of the four Intercolonial Wars, 
the only one worthy of studv in grammar schools is the Last 
French War. By omitting the other three, space is gained 



X PREFACE 

for a more interesting discussion of the one that had the 
most important bearing upon American history. If the 
pupil rightly understands this war he will know the mean- 
ing of the struggle between England and France for con- 
trol in America. 

In the Revolution, as in all other wars, much attention 
is given to causes and results and to the way in which the 
war began. Campaigns and battles are of use only in so 
far as they enable the pupil to understand the character of 
the fighting. For such understanding, a few significant 
battles are far better than many minor engagements and 
military details. The pertinent question here as elsewhere 
is, what useful purpose does the fact serve in giving the 
pupil clear ideas of the meaning of the past? In applying 
this test in the study of history, we soon find ourselves 
passing lightly over or omitting altogether much that has 
found a conspicuous place in class-room work. In the Con- 
stitutional period, the traditional system of grouping topics 
according to Presidential administrations, although con- 
venient for some purposes, is often mechanical and mean- 
ingless. The author believes that the development of his- 
tory can be much more clearly shown by a logical group- 
ing of facts. But those who prefer to use topics grouped 
according to Presidential administrations, can easily adapt 
that grouping to this book. Numerous references are 
made, in the notes " To the Pupil," to the Presidents and 
their terms of office, and a carefully prepared table contain- 
ing a list of the Presidents and important facts about them, 
may be found in the Appendix. Moreover, portraits of all 
the Presidents, and sketches of their lives have been given 
an appropriate place. 

It has been well said that up to 1890 American history 
was largely the colonization of the West. Believing this 
to be true, the author has emphasized the influence of Wes- 



PREFACE XI 

tern development upon American life and institutions. He 
has, therefore, no apology to make for the prominence 
given to Western settlement, Western life, the difficult 
problems of connecting the East and the West, the bearing 
of Western expansion upon the slavery controversy and 
immigration, the influence of the prairies and the Pacific 
railroads, and so on. 

The importance of the West cannot be discussed with- 
out showing the intimate relation existing between man 
and the physical conditions that surround him. Indeed, 
throughout the book the emphatic influence of geography 
upon history has been distinctly recognized. 

But, after all, history concerns itself more largely with 
moral than with physical life. Accordingly, the personal 
element has been made prominent. In portraits, auto- 
graphs, biographical. sketches, and in the conspicuous men-- 
tion made of representative men, the moral element has 
been kept uppermost. 

In this new edition the history of our country has been 
brought down to date, including a careful and painstaking 
account of the late war with Spain. Although many 
changes in the text have not been found necessary, yet, 
whenever in the interests of a more useful and serviceable 
book such changes have been suggested they have been 
unhesitatingly made. The excellence of the maps and 
])ictures in the three editions already published has won 
hearty commendation Improvements, however, have been 
possible in a few instances, rendering these features of the 
book even more noticeable than before for their helpful- 
ness in illuminating and supplementing the text. 

In closing, the author wishes to express his deep obliga- 
tion to Superintendent Thomas INI. Balliet, of Springfield, 
Mass., and to Professor William E. Mead, of Wesleyan 
University, Middletown, Conn., both of whom have offered 



Xll PREFACE 

many invaluable suggestions ; also to Miss Elizabeth M. 
Worthington, of Hartford, Conn., who has read the proof 
with great care. 

Wilbur F. Gordy. 

Hartford, Conn., September 20, 1899. 



TO THE TEACHER 



The teach- 
er's Iimi= 
tat ions. 



A " bird's= 
eye " view 
necessary. 



The nrture 
and use of 
the "Ref= 
erences." 



" Outside 
Readings " 
for bright 
pupils. 



Useful 
books for 
teachers. 



There is no hard and fast method of teaching history which can 
be successfully applied without modification. Certain limitations 
and conditions surround every teacher. Among these are the age 
and capacity of the class, the time devoted to the study, the num- 
ber of other studies pursued at the same time, the books of refer- 
ence accessible, and, most of all, the teacher's equipment for the 
work. Whatever the conditions may be, however, experienced 
teachers will have their own ways and means ; but for the benefit 
of beginners it may not be amiss to offer a few suggestions, this 
text-book serving as a basis. 

Before taking up any chapter or period the teacher should get a 
"bird's-eye" view of the whole. An intelligent conception will 
thus be secured of the relation of cause and effect, to which special 
thought has been given by the author in the grouping. In making 
this preparation the "References" will be helpful. The books 
therein mentioned are not numerous, but they include those which 
have been thoroughly tested. A short but well-selected list is of 
greater service than a long and indiscriminate one. The "Refer- 
ences " are made to books which the pupil may be expected to con- 
sult in preparing the lesson. As a rule, each pupil should read one 
" Reference " book in addition to his text-book. 

The "Outside Readings" will prove a great help to the teacher 
in cultivating a taste for history. In every class may be found 
some bright pupils who can do much more work than is demanded 
of the others. To such pupils the " Outside Readings" will make 
a special appeal. The " References " and " Outside Readings " fur- 
nish teacher and pupil alike with additional subject-matter which, 
used with freedom and intelligence, must result in vitalizing history 
and in stimulating and invigorating thought. 

The teacher should have at hand for constant use at least one of 
the books containing extended bibliographies for class-room work. 
Hinsdale's "How to Teach History," Adams's " Manual of Historic 
Literature," Hall's " Methods of Teaching History," Channing and 
Hart's " Guide to American History," and Gordy and Twitchell's 



TO THE TEACHER 



Poetry and 
fiction aid 
in making 
history a 
thing of 
life. 



The teach= 
er an in° 
terpreter 
of life. 



The impor- 
tance of 
training 
pupils to 
form right 
habits of 
study. 



Discretion 
in the use 
of a text= 
book. 



The notes 
"To the 
Pupil. 



"Pathfinder in American History," have such bibliographies. The 
last of the books named contains numerous page references. When 
nothing but a single book -and that a text-book — is read, the reci- 
tation will generally prove to be mechanical and lifeless. 

To make history attractive collateral reading must be called into 
requisition. Poetry and fiction, therefore, find a fitting place in this 
list because they appeal to the feelings and the imagination, and do 
much to recall the movement, the color, and the life of the past. As 
the historical fiction is selected with especial reference to grammar 
grades, the number of books is small. Here, as in the other bibli- 
ographical suggestions, the quality rather than the quantity has 
been considered. In the notes " To the Pupil " will be found, in al- 
most every chapter, a special reference to some book or selection of 
high literary or historic merit, a feature which may be made of 
great value to pupils. 

Important as the teacher's preparation is, however, the recitation 
is his opportunity. It is the measure of his success in reaching the 
lives of his pupils, for the teacher's personality is much more than 
text-book, references, outside readings, methods, devices, and count- 
less appliances. History is an expression of life ; the teacher is the 
interpreter of that life. The pupil is fortunate whose life-inter- 
preter is wise and true. 

The assignment of the lesson is one of the most important parts 
of the recitation. Here the judicious teacher will do some of his 
best work by aiding the pupils to discriminate between what is of 
less and what is of greater value. Time thus given in training the 
pupils how to study will be well spent. Not so much depends upon 
the number of facts the pupil may learn as upon the proper apprecia- 
tion he may have of their relative importance and upon the habits 
he may form in learning them. Nearly all the facts will soon be 
forgotten, but the habits will remain as a permanent factor in the 
mental and moral equipment for the work of life. 

The length of the lesson, which it is assumed will be assigned 
by topics rather than pages, should be duly considered. The young 
teacher sometimes falls into the pernicious habit of assigning les- 
sons of uniform length. The pages of this book are of unequal 
value. Some of them should be merely read ; some should be 
thoroughly studied ; and some, under certain conditions which de- 
pend partly upon the age and capacity of the class and the time 
devoted to history, may well be altogether omitted. In a word, the 
book should be adapted to the class and the school in which it may 
be used. 

The notes " To the Pupil " may be used in lessons on advance 
work, or in reviews. The questions do not cover all the facts found 
in the text, but rather call attention to the more important ones and 

xiv 



TO THE TEACHER 



suggest other questions ; for, after all, the most stimulating ques- 
tions are often those called forth by the pupils themselves in the 
recitation period. 

The purposes of the recitation should include more than a test of 
memory ; they should include a comparison and discussion of facts 
acquired in the preparation of the lesson. At the beginning of the 
recitation a topic should be named and the pupil required to recite 
upon it without question or comment from the teacher. Such a 
method, if persisted in, will inevitably develop fluency and readiness of 
expression. Teachers ask too many questions questions that seri- 
ously interfere with the flow of thought and with its free expres- 
sion. Such interference is without doubt the most serious defect 
of the average recitation. The best work lies in helping the pupil 
to get definite ideas and then to give these ideas clear expression 
in well-connected sentences. He will thus acquire more available 
knowledge and better mental training through the acquisition of this 
knowledge. In other words, the language faculty and the logical 
faculty will each receive good training. 

History, when well taught, appeals not merely to memory ; it 
appeals to the understanding and the reason. Hence the pupils 
should be required to prepare a written question on every lesson. 
The value of this simple device in leading them to note the work- 
ing of cause and effect cannot easily be measured. If pupils 
have not been trained to ask such questions they may at first be 
diffident about it. They will also ask questions that call for yes 
or no or for single-word answers. With a little judicious help, how- 
ever, they will soon begin to ask searching questions that will 
stimulate the interest of the entire class. 

Furthermore, it is a good plan to require pupils, on finishing the 
review of a chapter or period, to make out a set of test questions 
for the class to answer. These questions will themselves prove to 
be a pretty good measure of the kind of thought-work done by the 
pupils. After trying this plan for years the author heartily recom- 
mends it. 

The pupils' questions used in recitations— and sometimes, espe- 
cially on review, the entire recitation period may be devoted to 
their discussion — will call forth many differences of opinion. At 
such times the teacher will do well to encourage freedom in the 
expression of these differences and will by all means refrain from 
making known his own views until he has given the members of 
the class an opportunity to reach a conclusion. There need be no 
haste about settling the question. It can well afford to wait- 
sometimes for weeks. Of course this work is with children whose 
minds are immature. They will often reach crude and even errone- 
ous conclusions ; but in so doing they receive wholesome discipline 

XV 



TO THE TEACHER 



Debates 
and their 
value. 



Five=" 
minute 
written 
exercises. 



Sugges= 
tions on 
formal 
written 
work. 

Close 

connection 

between 

geography 

and 

history. 



Every 
event to be 
located on 
the map. 



The value 
of the 
pictures. 



and make some growth in the habit of weighing and comparing 
facts. 

The questions and discussions during the recitation period will 
furnish good preparation for the debates suggested here and there in 
the notes " To the Pupil." A comparatively small number are men- 
tioned, but many others are suggested, not only in the notes, but in 
the facts of the text. A comparison of men and measures should 
always call forth, in a well-trained class, different points of view 
and, therefore, differences of opinion. Formal debates, with chosen 
leaders, test the extent and accuracy of the pupil's knowledge, 
train him to look at all sides of a question before making up his 
mind, and help him to give clear expression to his views. 

For accuracy and definiteness of thought, frequent five-minute 
written exercises on some topic of the lesson should be given. Such 
exercises v/ill test the teacher's work quite as much as the pupil's. 

Out of the abundance of material for language-work only a little 
can here be mentioned. The notes " To the Pupil" suggest much 
more. Biographical sketches of eminent men, in which the per- 
sonal characteristics receive emphasis, will promote a better in- 
sight into the working of moral forces. The sketches may often 
take the form of impersonations and thus be made a decided stimu- 
lus to the imagination. A more formal kind of written work may 
consist of compositions written on subjects for special investigation. 
Such work will best be done, of course, in connection with a period 
or chapter that has been carefully studied. 

In the Preface mention has been made of the attempt to connect 
closely geography and history. In all probability too much empha- 
sis will not be laid upon such connection. To aid the pupil in see- 
ing this connection, every event should be located on the map, not 
only in preparing the lesson, but also in reciting it. Wall maps or 
blackboard maps are, of course, necessary ; but, in addition to these, 
pupils should have progressive outline maps, such as are now pre- 
pared by many publishers. If for any reason these outline maps 
cannot be secured, the pupils can draw their own and fill in the 
places and events referred to in the text. No lesson should be prepared 
without a constant reference to maps. The maps in this book contain no 
useless matter. The aim has been to put into them only that which 
will help the pupil to understand the text. 

The liberal use of beautiful illustrations throughout the book has 
the same purpose in view. It would be well to aid the pupils to 
examine these illustrations with care. 

In the notes " To the Pupil " special reference is made again 
and again to dates indicating great landmarks. These dates should 
be learned with strict accuracy and should be repeatedly reviewed 
as a sort of " multiplication table of history." Around these sig- 

xvi 



TO THE TEACHER 



Dates 
indicating 
great land* 
marks to 
be accuc 
rately 
learned. 



Prepara= 
tory work 
for the 
study of a 
period. 



The pupil 
to make 
out his own 
review 
outlines. 



Impor- 
tance of 
freshness 
and va- 
riety in re= 
view work, 



The best 
review 
leads to a 
clearer 
knowledge 
of historic 
develop- 
ment. 



nificant dates should be grouped the less important ones. Believing 
this to be a matter of serious import, the author has made in the 
notes "To the Pupil" many suggestions about dates. Rightly 
used, they are of the first importance, because they lead to a knowl- 
edge of the meaning of history. From one point of view events are 
causes ; from another, effects. But, however regarded, they occur in 
time, and a clear understanding of their logical relations demands 
an acquaintance with their chronological relations. But only thf 
great landmarks need be known with absolute accuracy. 

Perhaps the best way to use dates in the class-room is to make 
them serve in giving perspective in review work. Before taking up 
the serious study of a chapter or period it is a good plan either to 
read it over with the class or at any rate to pass over it rapidly, with 
the purpose of getting a general view of it. The pupils are then 
prepared to study with intelligence, because they can better see causal 
connections. As the following paragraphs indicate, the author be- 
lieves in a variety of review work ; but, whatever may be the char- 
acter of the review, the preparatory work for it is extremely 
valuable. 

In the notes " To the Pupil " are found suggestions on making 
topical analyses, and charts which are useful in reviews. Topical 
analyses, judiciously used, are excellent, but they are of most value 
when made out by the pupil himself. He can easily prepare a topical 
analysis for any chapter— by arranging in order the headings and 
sub-topics of paragraphs. By making the review-outline for him- 
self, he will derive much more benefit than he would from a printed 
outline arranged for him. For a similar reason the pupil should make 
out his own charts. In the notes may be found suggestions on chart- 
making also. 

To give the review freshness and variety, however, something 
more than charts and topical analyses is required. If the purpose 
is to fix in mind important dates, the review may be chronological. 
Certain dates may be assigned and the class required to connect 
with each an important event. The review may be biographical. 
In this case noteworthy events may be associated with the names 
of men. It may be geographical, when the association of events is to 
be with places. 

But these kinds of reviews are, as ^. rule, somewhat fragmentary. 
The best review should lead to a clearer knowledge of historic de- 
velopment. With this purpose in mind such large subjects as 
slavery, growth toward Union, the Indian question, and progress in 
means of transportation, may be selected. By studying each one of 
these larger subjects by itself, the learner can give his entire atten- 
tion to a single group of topics without the distraction and confu- 
sion which result from studying parts of several groups at the same 



TO THE TEACHER 



A geo= 

graphical 

grouping 

sometimes 

better in 

reviews. 



The ethical 

value of 

studying 

represent 

tative 

men. 



time, as must be done when the events of a period are taken up in 
strictly chronological order. Such reviews are repeatedly suggested 
in the notes " To the Pupil." It is hardly necessary to remind 
the teacher that, in reviewing, the index can be made very service- 
able. Children should be trained to use the index, even in their 
everyday work ; but if in addition they are trained to use it in re- 
viewing they will get valuable suggestions on the intelligent hand- 
ling of books. 

Sometimes it is difficult for the teacher to decide on what basis 
to group topics in a period or chapter. For instance, in teaching 
the Civil War shall the grouping be chronological or geographical ? 
In either case there are advantages and disadvantages. For the ad- 
vance the grouping may be made on the basis of chronology, but for 
the review a geographical grouping is much clearer. For example, 
after the Union plan is matured (1862) all the battles for the open- 
ing of the Mississippi should be taught in a single group. The 
same should be done for the capture of Richmond, and so on. 

As suggested in the preface, the moral element is of surpassing 
importance in history. Therefore emphasis should be given to per- 
sonal force. Certain men are leaders because they represent in 
themselves the best characteristics of the people they lead. The 
boy has no special interest in these characteristics as they find ex- 
pression in a whole people, but he has deep interest in them as 
they find expression in a distinguished man. By studying these 
distinguished men, by finding out what they felt and thought and 
believed, the pupil will get at the true meaning of history, for the 
motives and ideals of great leaders reveal the motives and ideals 
that inspired the people. 



CONTENTS 



DISCOVERY OF AMERICA 

CHAPTER PAGE 

I. Discovery of America, , i 



EXPLORATION AND COLONIZATION 

II. Spain in the New World, 12 

III. England in the New World, ig 

IV. The English in Virginia and Maryland (1607-1689), 26 
V. The Pilgrims and Puritans in Massachusetts and 

Connecticut (1620-1689), 41 

VI. The Dutch in New York and the Quakers in 

Pennsylvania (1609-1689), 64 

VII. Life Among the Indians, -jd 

VIII. Early Indian Wars, 86 

IX. French Explorations, 89 

X. The Last French War, . . . . . , .95 
XL Life in the Colonies at the Close of the French 

and Indian Wars, 109 

XII. Growth toward Union in the Colonies, . . . 123 

THE REVOLUTION, THE CONFEDERATION, AND THE 
FEDERAL UNION 

XIII. The Revolution, ........ 130 

XIV. The Breakdown of the Confederation and the 

Formation of the Constitution (1781-1789), . 194 
XV. The New Struggle for Political Independence 
AND the Growth of National Feeling (1789- 

1829), 203 

xi.\ 



XX 



CONTENTS 



CHAPTER PAGE 

XVI, Jacksonian Democracy and the West (i 829-1 841), . 265 

XVII. The Slavery Question (1841-1859), .... 282 

XVIII. Secession and the Civil War (1860-1865), . . . 315 



RECONSTRUCTION AND THE NEW UNION 

XIX. Reconstruction Days (i 865-1 871), .... 374 

XX. The New South (1877-1897), . . . . . . 385 

XXI. The New West (1865-1897), 393 

XXII. The New Union (1865- 1897), 403 

XXIII. The Spanish-American War, 430 

XXIV. Some Social, Economic, and Political Conditions 

and Problems of the Present, .... 439 



APPENDICES 

A. The Declaration of Independence, 

B. A Chart on the Constitution, 

Constitution of the United States, 

C. Table of States and Territories, 

D. Presidents of the United States, 

INDEX, 



449 
453 
454 
468 
470 

471 



LIST OF ILLUSTRATIONS 

George Washington, Frontispiece 

From a painting by Gilbert Stuart. page 

Christopher Columbus, facing page 2 

Columbus's Fleet : the Santa Maria, Nina, and Pinta, .... 3 

Casket Containing the Ashes of Columbus, ....... 6 

Columbus Taking Possession of San Salvador, . . . facing page 6 

Americas Vespucius, ........... 8 

De Soto 13 

The Burial of De Soto, . . . . • . . . . . .14 

Old Gate-way at St. Augustine, ......... 16 

Balboa Discovering the Pacific, . . . . . . . . .17 

Sir Walter Raleigh 21 

An Indian Village at Roanoke, ......... 22 

Signature of Sir Walter Raleigh, ........ 23 

Queen Elizabeth's Signature, ......... 25 

Signature of James I., .......... 26 

Ruins of Old Church at Jamestown, ........ 28 

Captain John Smith, ........ ... 29 

Pocahontas Saving Captain Smith's Life, ....... 30 

From Smith's " General History." 

Pocahontas, ............ 31 

The Idle Colonists, ........... 32 

Tobacco-plant, ............ 34 

George Calvert, Lord Baltimore, ........ 37 

A Maryland Shilling, 38 

The Mayfloxi'cr, ........... 44 

Relics from the AIayfo7ver: John Alden's Bible, William Clark's Mug and 

Wallet, etc., ........... 44 

A Chest which came over in the Mayflower, ...... 45 

Governor Carver's Chair, .......... 45 

Myles Standish, ........... 46 

Standish's Pot and Platter, ......... 46 

Standish's Sword, ........... 47 

Myles Standish's Bill of Expenses after his Visit to the Indians, ... 48 

Governor John Winthrop, .......... 49 

Hooker's Emigration to Connecticut, . . . . . . . -SI 

xxi 



XXll LIST OF ILLUSTRATIONS 

PAGE 

First Church at Salem, .......... 54 

A Settler Building Himself a House at Providence, . • . . 55 
Fac-simile of Opening Lines of the Massachusetts Charter, . . . 56-57 

Sir Edmund Andros, .......... 58 

The Charter Oak, 60 

Cod-fishing, ............ 62 

The Limit of Hudson's Voyage, ........ 65 

The Earliest Picture of New Amsterdam, ..... . . 66 

Selling Arms to the Indians, ......... 67 

Leisler's House, ........... 70 

William Penn, . . . . . . . . . . • T^ 

Penn's Treaty with the Indians, ..... facing page 72 

An Indian Chief : " Rain-in-the-face," ....... 77 

Copyrighted by D. F. Barry. 
A Southern Indian Shooting an Arrow, ....... 77 

Indian Whip (Quirt), War-club, and Hunting-arrow, ..... 78 

Indians Carrying Canoes over a Portage, ....... 79 

Indian Snow-shoes and Pappoose-case, ....... 80 

Wampum Received by Penn from the Indians, . . . . . .81 

Totem of the Illinois, .......... 82 

Totem of the Hurons, .......... 82 

Totem of the Sioux, .......... 82 

Totem of the Five Nations, ......... 82 

Indian Male and Female Costume, . . . . . . . -83 

Carved Pipes from an Indian Mound, . . . . . . .84 

Big Elephant Mound, 85 

Attack on the Pequot Fort, ......... 87 

Samuel de Champlain, .......... 90 

La Salle, 92 

Quebec in 1730, 97 

Washington's Journey to the French Forts, , . 99 

William Pitt, 102 

General Wolfe, 104 

View of the Siege of Quebec, . . . . . . • . .105 

Montcalm, 106 

Puritans going to Church, . . . . . . . • .112 

The Pillory, 113 

A Wanton Gospeller, . . . . . . • . . .114 

Colonial Relics, 117 

Old Spinning-wheel, . . . . • . . . . •Ii7 

Old Dutch Costumes, 119 

A New York House Built in 166S 120 

The Stage from New York to Philadelphia, 122 

Birthplace of Benjamin Franklin, 1 25 



LIST OF ILLUSTRATIONS xxiii 

PAGE 

James Otis, ••••••... . . i'52 

A Royal Stamp, . . •■•....... 134 

Faneuil Hall, " The Cradle of Liberty, " . . . . . _ • i^ii 

A Relic of Faneuil Hall, . . . . . , . . . .126 

Patrick Henry, . . . . . . . . . . . .1^7 

King George III., 140 

The "Boston Massacre," .......... 147 

From an engravittg by Paul Revere. 

Old South Church, ........... 144 

The Retreat from Concord, . ... facing page 1 50 

The Washington Elm at Cambridge, . . . . . . . -151 

The Craigie House, Washington's Headquarters at Cambridge (afterward the 

residence of Longfellow), . . ..... 1152 

Samuel Adams, . . . . . . . ... . . .154 

Independence Hall in 1776, ......... 155 

Declaration of Independence, ........ 156-157 

Washington Crossing the Delaware, ..... facing page 162 

General John Burgoyne, . . . . . . . . . .165 

General Howe, . . . . . . . . . . . .167 

La Fayette, ..... ....... 1 70 

Benjamin Franklin, . . . . . . . . . . .172 

The Camp at Valley Forge, . . . . , . . . . 1 73 

The Bon/iomme /?ic/ian/ and the Serapis, .... facing page 180 

John Paul Jones, ........... 180 

Marion and his Men in Camp, ......... 185 

Arnold's Escape, ........... 187 

General Nathaniel Greene, . . . . . . , . . .188 

Cornwallis's Surrender at Yorktown, ..... facing page 190 

Three Shilling Massachusetts Bill of 1741, ....... 195 

New Hampshire Bill of Forty Shillings, 1742, . . . . . .196 

The President's Chair in the Constitutional Convention, .... 198 

Celebrating in New York the Adoption of the Constitution, . . . .199 

The Site of Washington's Birthplace, ........ 204 

Mount Vernon, Washington's Home, from the front, ..... 205 

Washington's Reception on the Bridge at Trenton, N. J., on his way to be 

Inaugurated, ........... 206 

Postal Progress in the United States, 1 776-1876, ..... 208 

How Washington Signed his Name at Various Ages, ..... 209 

John Jay, 2IO 

Alexander Hamilton, . . . . . . . . . .212 

A Mountain Still, 213 

Eli Whitney, 214 

Whitney's First Cotton-gin, . . . . . . . . .215 

John Adams, ............ ZZO 



XXIV 



LIST OF ILLUSTRATIONS 



a Canoe, 



John Marshall 

Monticello, the Home of Jefferson, 
Thomas Jefferson, .... 
A Pack-horse, ..... 
Kentucky Pioneers Descending the River in 
An Ohio River Flat-boat, . 

Lewis and Clarke at the Columbia River, 

From a contetiiporary engraving. 
The Clermont Steaming up the Hudson River past the Cats 
Western Emigrants Attacked by Indians, 
Taking Deserters from the Chesapeake, 
James Madison, .... 

Tecumseh, ..... 

Death of Tecumseh, 

From a contcj>ipora>y engraving. 

Capture of the Guerriire by the Constitution, 

Perry Transferring his Colors at Lake Erie, 

Battle of New Orleans, .... 

From a contemporary engraving. 

Old State House where the Hartford Convention Met, 

James Monroe, ...... 

Henry Clay, " The Great Peace-maker, " 

John Quincy Adams, the Anti-slavery Statesman, 

Andrew Jackson, ...... 

John C. Calhoun, the Defender of Slavery and State Rights, 

Daniel Webster, ...... 

The Baltimore & Ohio Railroad, 1830-35, 

A Mohawk & Hudson Car of 1831, 

The Boston & Worcester Railroad in 1835, 

A Railway Coach of 1830, .... 

Martin Van Buren, 

William Henry Harrison, .... 

John Tyler, 

S. F. B. Morse, 

William Lloyd Garrison, the Anti-slavery Editor, 

Fac-simile of the Heading of Garrison's Paper, 

James K. Polk, ...... 

Zachary Taylor, ...... 

Sutter's Mill, where Gold was first found in California, 

The Harbor of San Francisco in 1849, 

Millard Fillmore, ...... 

Fugitive Slave Advertisements, .... 

Harriet Beecher Stowe, the Author of " Uncle Tom's Cabin 

Franklin Pierce, ... 

^"harles Sumner, ... 



kills. 



fa 



'/'^i 



PACE 
222 
225 
226 
227 
228 
230 

238 
240 
241 
242 

246 
250 

252 

259 
260 
266 
269 
270 
272 
272 
273 
273 
277 
283 
283 
284 
287 
288 
291 
292 

295 
296 

297 
299 
300 
301 
305 



LIST OF ILLUSTRATIONS 



XXV 



A Southern Sugar Plantation, .... 

James Buchanan, ...... 

John Brown, ....••• 

John Brown on his Way to Execution, 

Lincoln's Early Home, ..... 

Abraham Lincoln, ...... 

Jefferson Davis, . . 

Alexander H. Stephens, ..... 

Interior of Fort Sumter after the Bombardment, 
G. P. T. Beauregard, ..... 

George B. McClellan, 

John Ericsson, ....••• 
Battle between the Monitor and the Merrimac, . 
Grant's " Unconditional Surrender" Letter, 
Breaking the Chain across the Mississippi, 
Exploded Gun in Confederate Battery at Yorktown, 
Wet Weather on the Chickahominy, 

Robert E. Lee, 

Thomas J. ("Stonewall ") Jackson, . 

George G. Meade, ...... 

"A Little the Worse for Wear." (Confederate Guns Captured at 
Bloody Pond, Chickamauga Battle-field, 
Chattanooga, ....... 

George H. Thomas, " The Rock of Chickamauga," 

Ulysses S. Grant, 

Philip H. Sheridan, ...... 

W. T. Sherman, ...... 

Joseph E. Johnston, ...... 

Farragut in the Main Rigging 

Soldiers Destroying a Railroad, .... 
The Execution of Maximilian and his Companions, 
General Lee Signing the Terms of Surrender at .\ppomattox 
A Sanitary Commission Lodge near Alexandria, Va. , 
Andrew Johnson, ...... 

Ticket of Admittance to President Johnson's Impeachment Trial, 

A Ku-Klux "Warning" in Mississippi, 

The St. Louis Bridge in Course of Construction, 

Rutherford B. Hayes, ..... 

A South Carolina Cotton-field, .... 

Some Florida Products : Bananas and Cocoanuts, 

A Night View of the Atlanta Exposition, 

Salt Lake City 

An Irrigated Orange Grove in the West, 

The Great Eastern Laying the Atlantic Cable, 



facing page 



icksburg). 



PAGE 

308 

311 

312 

313 
317 

facing page 318 

319 
320 

323 
325 
326 

330 
330 
332 
335 
339 
341 
342 
344 
346 
349 
350 
351 
352 
355 
356 
358 
359 
facing page 360 
361 

363 
facing page 366 

369 
375 
379 
381 
384 
386 

387 
389 
391 
397 
401 
404 



XXVI 



LIST OF ILLUSTRATIONS 



Modern Indian Tents, .... 

Opening Day at the Philadelphia Centennial, 

Professor Bell Sending the First Message by Telephone 

Edison Dictating to his Phonograph, 

Samuel J. Tilden, 

James A. Garfield, 

Chester A. Arthur, 

Grover Cleveland, 

The Brooklyn Bridge, 

The Statue of Liberty in New York Harbor 

James G. Blaine, 

At the World's Fair, 

Benjamin Harrison, 

Richard Olney, . 

William McKinley, 

George Dewey, . 

William T. Sampson, 

William D. Shafter, 

Nelson A. Miles, 

Winfield S. Schley, 

Raising the Flag over Santiago, . 

Proposed Form of Electric Railway, 

Washington Irving, 

James Fenimore Cooper, 

William Cullen Bryant, 

Nathaniel Hawthorne, 

Ralph Waldo Emerson, 

John Greenleaf Whittier, 

George Bancroft, 



facing 



page 



facing page 



)'AGE 

406 
408 
409 
410 
411 

413 
414 

415 
416 

419 
422 
424 
423 

427 
428 

431 
433 
434 
435 
435 
438 
441 
442 
442 
443 
443 
444 
444 
445 



LIST OF MAPS 

The United States as it was in 1650, . 

The World as Known in the Time of Columbus, 

I'-nglish and Spanish Explorers in America, 

Routes of Narvaez, De Soto, and Ponce de Leon, 

Plymouth and London Grants, 1606, 

England and Holland, .... 

New England, .... 

Province Ruled over by Sir Edmund Andros, 1688, 
Colonies between Potomac and Hudson Rivers, 
Routes of Champlain, Marquette, and La Salle — also 
French and Spanish Claims, .... 

Quebec and Vicinity, ...... 

Results of the French and Indian War, 

Poston and Vicinity, 

New York and Vicinity, 

Washington's Retreat across New Jersey, 

Burgoyne's Invasion and Howe's Capture of Philadelph 

War in the South and the Northwest Territory, 

Scene of Arnold's Treason, ... 

North America at the Close of the Revolution, 

Louisiana Purchase, and Lewis and Clarke Route, 

War of 1812 

The Erie Canal, .... 

Oregon Country, .... 

Area in Dispute at Time of Mexican War, 

The Mexican Cession, Gadsden Purchase, etc., 

Acquisition of Territory, 

The First and Second Secession Areas, 

Campaigns in the West, 1862-63, 

Virginia Campaigns and McClellan's Route, 

The Battle of Gettysburg, 

Vicksburg and Vicinity, 

Chattanooga and Vicinity, 

Sherman's March to the Sea, 

Colored Population, 

Railroads of the United States in 1870, 

Railroads of the United States in 1894, 

The United States in 1890, 



Engl 



PAGE 

between pages 26-27 

4 
10 

15 
27 
43 
53 
59 
72 

ish Possessions, 

between pages 92-93 

. 107 

III 

. 149 

. . . 158 

160 

. 169 

• . . 183 
. 186 
-197 
231 

^8-9 
261 
285 
290 
294 
310 



between pages 196- 
between pages 2, 



facing page 
facing page 
facing page 
be tweet? pages 320- 



334 
337 
345 
348 
353 
360 

377 
394 
395 
betiveeti pages 438-439 



HISTORY OF THE UNITED STATES 
Biscover^ of Hmeiica 

CHAPTER I 

DISCOVERY OF AMERICA 

REFERENCES : Scribner's Popular History of the United States, I. : 
Wright's Cliildren's Stories in American History ; Richardson's History of 
Our Country; Coffin's Old Times in the Colonies; Eggleston's Household 
History ; Bancroft's United Slates, I.; Andrews's United States, I. 

OUTSIDE READINGS: Irving's Columbus; Prescott's Ferdinand and Isa- 
bella; VVinsor's Columbus; Fiske's Discovery of America; Towle's Heroes 
of History (Marco Polo; also Vasco Da Gama). 

1. European Trade with Asia in the Fifteenth Cen- 
tury. — For many hundred years there had been more or 
less trade between the people of Europe and Asia. Silks, 
spices, and precious stones had been brought by ships and 
caravans from India, China, and Japan, enriching the cities 
of southern Europe. Genoa and Venice, especially, had 
been made rich by this eastern trade, which continued to 
grow until 1453, when the Turks conquered Constantino- 
ple. This was thirty-nine years before Columbus discov- 
ered America. At this time European vessels on the Medi- 
terranean Sea were no longer safe from the attack of these 
herce and warlike people. Therefore Europe began to look 
for another and safer route to the Indies. 

2. Aids to Discovery. — Three inventions which had re- 
cently come into practical use had made discovery less 
difhcult than it had ever been before. (1) Gun})owder 

I 



2 HISTORY OF THE UNITED STATES 

made easier the conquest of uncivilized peoples; (2) the 
mariner's compass encouraged the sailor to venture far out 
into the sea ; (3) and the printing-press spread abroad the 
knowledge of new-found lands. Men were full of curiosity, 
and the more they learned, the more they wished to know. 
With this burning desire for knowledge went hand in hand 
the spirit of adventure. There was a longing to go into 
distant lands, to perform great deeds, and to bring home 
gold and jewels. In these far-away lands men thought 
they should find honor, wealth, and fame. 

3. Portugal Leads in Discovering an Eastern Route. 
— Portugal is to-day a very unimportant country. At the 
time when men were trying to find a safe water route to 
the Indies, she was one of the great powers of the world. 
She was the leader in many adventures and discoveries 
reaching through a period of two centuries. Early in the 
fifteenth century, Portuguese vessels and seamen were 
slowly and cautiously skirting the coast of Africa, and after 
seventy years of brave struggle they found the Cape of 
Good Hope.^ Portugal had at this time many vessels and 
seamen, and was the first country to find a new route to 
the Indies. 

4. Plans of Columbus. — In the meantime Christopher 
Columbus, in common with some learned men of his time, 
had decided that the eastern coast of Asia could be reached 
by sailing westward across the Atlantic. Columbus 
thought, also, that Asia was no farther from Europe on 
the west than we now know America to be. He thought 
the East Indies were directly west from the Canary Islands. 
This being so, the easiest way of reaching China, India, and 
Japan would be to sail down to the Canaries, and from 
them straight across the Atlantic in a westerly direction. 
To us, with our knowledge, all this seems simple and nat- 
ural enough, but it was not so then. Men knew little of 
the world outside of theii . xn country. Sailors were afraid 
to venture upon the trackless ocean, or Sea of Darkness, as 

' Diaz reached the southern point of Africa in 1487, and called it the Cape of 
Storms. It was afterward significantly named the Cape of Good Hope. 




CHRISTOPHKR COI.UMBl S. 
CoJ>yright I'y C/iarhs /•". Gunther. 



DISCOVERY OF AMERICA 



they called the iVtlantic, where death seemed likel}' to meet 
them. Moreover, practical difficulties stood in the way. 
Such an enterprise woidd require the equip- Difficulties of 
ment of vessels at much expense. Money coiumbus. 
and influence were essential. Columbus had neither, but he 
was eager to fit out an 

expedition. He went ^f^^^^ 

with his plans to his : - rf^:?- 

native city, Genoa, and 
then to Portugal and 
Spain. He sent his 
brother to England and 
to France. Then he 
went to Spain again. 
He was nowhere suc- 
cessful. Some thought 
he was an idle dreamer, 
and others that he was 
a madman. But he 
never despaired, be- 
cause he had faith in 
himself and believed 
also that his work was 
under the special di- 
rection of God. 

5. First Voyage of Columbus (1492).— Finally, after 
seven years of anxious waiting, the brave Columbus found 
success. Isabella, Queen of Spain, agreed to aid him in 
carrying out his plans. Still there were difficulties. Sail- 
ors were unwilling to go on the dangerous vo^^age, but 
were compelled to yield to the mandate of the king. 
Three small vessels, only one of which had a deck, were 
fitted out. The largest of these, the Santa Maria, was com- 
manded by Columbus. Tlie others were the Nina and the 
Pinta. Before sunrise, August 3, 1492, this little fleet, with 
one hundred and twenty men and provisions for a year, 
sailed out of the port of Palos. It was a sad hour for the 
poor sailors. Columbus steered for the Canaries, where he 




(OIlMllSb 11111 1111 s\M\ M\M\, MN\, 
AND UMA. 






« 


















e^o- 


. t^tS 






1^5 
III 


M 


S^ o. 




© 


Ha" 


§"^^1 




i « g 
~ ** ^" 


^j^f 


» 


£ a " 


■= •O'ol 




c Wo 


'- u 2:^ 








H 


1 MS 

= s 


1 jt; 




": ^o-" 


■'■' !+! 



DISCOVERY OF AMERICA 5 

stopped over three weeks to make a rudder for one of his 
vessels. He then set sail again. As soon as they could 
no longer see land, the sailors were overcome coiumbus sets 
with fear and cried like children. At the *""• 
end of a week the compass needle did not point to the 
North Star. Failing to understand the reason for this, the 
sailors were struck with terror. Three days later the ves- 
sels entered wide stretches of sea-weed. It was then feared 
that the vessels might strike upon hidden rocks and be 
dashed to pieces. But they passed on in safety. 

Soon afterward the sailors were gladdened by the sight 
of birds, which they thought indicated that land was near 
It was an idle hope, for no land appeared. Again and 
again the cry " Land " was shouted, but in every case the cry 
w'as called forth by the sight of distant clouds. The sailors in 
The poor sailors were in despair. They were despair, 
now in the belt of the trade-winds, which were steadily and 
certainly blowing them farther and farther from home and 
friends. " We can never return to Spain," they said. 
"What shall we do?" They begged Columbus to turn 
back. He refused. They became angry and talked of 
throwing him overboard. He knew he was in danger and 
tried hard to quiet their fears and to give them hope. It 
was then that his great influence over men was shown. His 
tall and manly figure gave him a commanding presence, 
but his greatest strength in these trying days la}^ in his 
noble soul and his lofty purpose.- His courage never failed 
him. Sometimes he heartened the sailors with promises 
of wealth and fame, and again, as occasion demanded, he 
threatened them with punishment from the Spanish king. 

At last, after a voyage of ten weeks, land was discovered. 
October 12,^ 1492. In a full suit of armor, and bearing the 
flag of Spain, Columbus landed. With tears of joy he 
knelt upon the ground and offered thanks to 
God. Then, planting the royal banner, he took 
possession of the land in the name of the king and queen 
of Spain. He had discovered one of the Bahama Islands 

' October 21, by the present method of reckoning time. 



HISTORY OF THE UNITED STATES 



which he called San Salvador (Holy Saviour). He coasted 
along the shores of Cuba and Hayti, touched the coast here 
and there, and sent reconnoitring parties inland to exam- 
ine the land. He did not find the cities of Asia as he had 
expected, but he had no doubt that he was in the East In- 
dies, and therefore called the natives Indians. 

6. Other Voyages of Columbus.— When Columbus re- 
turned to Spain with the news of his discovery, the people 

were enthusiastic v/ith delight. 
The idle dreamer became sud- 
denly great and famous, and 
honors were heaped upon him 
from every side. It was easy 
enough to find sailors and ves- 
sels for a second voyage, which 
was made in the following year, 
1493. Men were now eager to 
go where they expected to get 
all kinds of wealth. Four voy- 
ages were made in all, but when 
the adventurers reached the 
land of their hopes, and found 
no silks, no spices, no precious 
stones, no gold, they reproached 
Columbus. The Court of Spain, also, finding no return for 
the great expense of fitting out these expeditions, censured 
Last days of him. His cncmies increased, and his last days 

Columbus. were spent in disappointment and neglect. 

Heart-broken, he died ignorant of the greatness of his own 
discovery. 

7. John Cabot Discovers the Mainland of North Amer- 
ica (1497). — In consequence of the discoveries by Colum- 
The "Line of De- ^^^^ ^" ^^^^ Wcst, and of thosc by Portugucsc 
marcation" di= captaius in the East, it was feared there might 
vides the heathen ^^ troublc betwecu Spain and Portugal over 

possessions of 1 » 

Spain and Portu= the ncw-fouud lauds. To kccp the peace, 
^*'' therefore, between these two great Catholic 

countries, a treaty was signed in 1494, dividing between 




CASKET CONTAINING THE ASHES OF 
COLUMBUS. 



DISCOVERY OF AMERICA 7 

them the heathen lands that had been, or should be, discov- 
ered. " The Line of Demarcation," extending north and 
south three hundred and seventy leagues west of the Cape 
Verde Islands, ran between Spain's possessions on the 
West, and those of Portugal on the East. The powerful 
navies of these two countries were sufficient to make good 
their claims against England or any other nation. But Eng- 
land was determined to have some share in the discoveries 
that were stirring the hearts of men. Hence, in 1497, Henry 
Vn. sent out John Cabot, accompanied possibly by his son 
Sebastian, to find a short northwest passage to Asia. By 
sailing across the northern part of the Atlantic, England 
avoided difficulties likely to arise from coming in contact 
with Spanish or Portuguese discoverers farther south. 
John Cabot landed somewhere on the eastern voyages of the 
coast of North America, possibly on the coast cabots. 
of Labrador. He was therefore the first to discover the 
mainland of the Continent of North America, and he 
claimed it in the name of England. The next year Sebas- 
tian Cabot again sailed from England, and explored the 
coast of North America from Nova Scotia down as far as 
North Carolina or farther. Upon these discoveries Eng- 
land based her claim to North America. 

8. Americus Vespucius and the Naming- of America 
(1499-1503). — Americus Vespucius, a native of Florence 
and a navigator, was first employed by Spain, and later by 
Portugal, to make explorations. In 1499 he skirted the 
coast of Venezuela and northeastern South America. 
During the next four years he made several voyages to 
Brazil, and explored its coast as far south as the mouth 
of the La Plata River. On returning to Europe he wrote 
a good description of what he had seen. This was pub- 
lished in 1504, and constituted the first printed account of 
the mainland of the New World. Up to that time Europe, 
Asia, and Africa were known as the three parts of the 
world, and one distinguished geographer believed there 
was an unknown southern continent which constituted the 
fourth part. It now seemed clear that Americus Vespu- 



8 



HISTORY OF THE UNITED STATES 



ciiis had proved the existence of the fourth part. In con- 
sequence of this belief, a German professor, who printed a 
New World little treatise on geography a few years later, 

called America. suggested that the fourth part should be 
called America, after Americus Vespucius. According to 
this suggestion, the name Ameiica was at first applied to 

Brazil, later to South 
America, and later still 
to the whole of the 
New World. 

9. Magellan Proves 
America to be a Con- 
tinent (1519-1521). — 
What America and the 
New World meant was 
as yet by no means 
clear. By some, Amer- 
ica was supposed to be 
an immense island, like 
Australia ; by others, 
a peninsula extending 
in a southeasterly di- 
rection from Asia. In 
15 19, Magellan, a Port- 
uguese captain in com- 
mand of a Spanish fleet, started on a voyage whose ob- 
ject was to reach Asia by way of a passage through Amer- 
wonderfui voy=. ^ca. After coasting down much of the 
age of Magellan, eastcm shorc of South America, he discov- 
ered and sailed through tiie strait now bearing his 
name. Mutiny, starvation, and other hardships that would 
have driven back a less heroic man were bravely endured. 
He sailed for some distance up the western side of South 
America, and then steered his way across the Pacific. He 
was killed by the natives in the Philippine Islands, but a 
part of his men succeeded in finding their way back to 
Spain. This was the most wonderful voyage that had 
ever been made, because it proved that the earth was a 
globe, and that America was a distinct ccMitinent. 




AMERICUS VESPUCIUS. 



DISCOVERY OF AMERICA 



TO THE PUPIL 



1. Trace on the map the Eastern trade routes in the fifteenth century. 

In -what way did printing aid discovery? What advantage did the 
control of the water route to India give to Portugal ? 

2. Imagine yourself to be Columbus and write an account, in the first 

person, of your plans, your difficulties, and your first voyage. Trace 
this voyage on the map. What do you admire in the character of 
Columbus ? 

3. How did America receive its name ? Was this fair to Columbus ? 

Give reasons for your answer. 

4. What was the distinctive work of Columbus ? Of Americus Ves- 

pucius ? Of Magellan ? 

5. Read in Fiske's Discovery of America the account of Magellan's 

wonderful voyage. 



NOTES 

Leif Ericsson and the Northmen. — The old inhabitants of Norway were 
called Northmen or Norsemen. These people were bold and hardy sail- 
ors, and in the ninth and tenth centuries were famous sea-robbers. In 
order to find new fields for plunder and adventure they sought strange 
coasts. On one of these expeditions they reached Iceland and on another 
Greenland. In each of these islands they made settlements. The brave 
deeds of these old warriors are preserved in the so-called " Sagas," which 
were written in Icelandic prose. For a long time these Sagas were trans- 
mitted orally, but finally they were committed to writing. Three of the 
Sagas tell us of the daring adventures of Leif Ericsson in his wanderings 
in the year 1000 a.d. along the eastern coast of North America. As the 
story goes, Leif Ericsson, with a crew of thirty-five men, started out in 
search of a land which had been visited by another Northman. Sailing 
west, Leif touched upon the coast of Labrador and thence proceeding 
south, he landed, built huts, and spent the winter near the coast. Find- 
ing vines hung with grapes, he called the country Vinland. Some his- 
torians have supposed that Leif Ericsson's Vinland was somewhere on 
the coast of Massachusetts, but the weight of authority is in favor of Cape 
Breton Island or Nova Scotia. Other Northmen visited Vinland but 
they made no permanent settlements. Nothing reliable can be found out 
about these early expeditions, and nothing of importance ever came of 
ihem. 



DISCOVERY OF AMERICA 1 1 



CHRONOLOGY 

870. ICELAND DISCOVERED BY NADDOD, THE NORTHMAN. 

1000. LEIF, SON OF ERIC THE RED, DISCOVERS AMERICA. 

1450. INVENTION OF PRINTING, ABOUT THIS DATE. 

1453. ''"HE TURKS CAPTURE CONSTANTINOPLE. 

1492. FIRST VOYAGE OF COLUMBUS; DISCOVERY OF WEST INDIES. 

1497- JOHN AND SEBASTIAN CABOT DISCOVER NORTH AMERICA. 

1498. THIRD VOYAGE OF COLUMBUS ; HE DISCOVERS THE CONTINENT OF SOUTH 

AMERICA. 
SECOND VOYAGE OF SEBASTIAN CABOT. 

1499. FIRST VOYAGE OF AMERICUS VESPUCIUS. 

1504. AMERICUS VESPUCIUS'S NARRATIVE PUBLISHED. 

1507. AMERICA NAMED. 

1513. DISCOVERY OF FLORIDA BY JUAN PONCE DE LEON. 

PACIFIC OCEAN DISCOVERED BY VASCO NUNEZ DE BALBOA. 
1519-2I. CORTEZ CONQUERS MEXICO. 

1519-21. A SHIP OF Magellan's expedition sails around the world. 



iByploration anb Colonisation 

CHAPTER II 

SPAIN IN THE NEW WORLD 

REFERENCES : Scribner's Popular History of the United States, 1. ; 
Wright's Cliiidren's Stories in American History ; Richardson's History of 
Our Country; Bancroft's United States, I.; Higginson's American Explorers; 
Morris's Half Hours with American History, I. ; Andrews's United States, I. 

OUTSIDE READINGS: Prescott's Conquest of Mexico ; Prescott's Con- 
quest of Peru; Fiske's Discovery of America ; VVinsor's Narrative and Critical 
History, II. ; Higginson's American Explorers ; Parkman's Pioneers of France 
in the New World (Huguenots)- Montgomery's French History. 

FICTION: Henty's By Right of Conquest; Wallace's The Fair God; 
Munroe's Flamingo Feather. 

10. Precious Metals the Main Object of Spaniards.— 

Spain is to-day a third-rate power, but in the early part 
of the sixteenth century she was the greatest power 
in Europe. She had a mighty navy manned by daring 
and patriotic seamen, and she was ambitious to extend 
her sway over much of the heathen world. The marvel- 
lous stories of the treasures to be found in the New 
World dazzled the imagination of the Spaniards. Believing 
that gold and silver made the only true wealth, they were 
willing to undergo almost any suffering to secure them. 

11. De Leon Discovers Florida (1513). — Among these 
fortune-hunters was an old man. Ponce de Leon, who had 
been governor of the island of Porto Rico. He had heard 
the natives tell stories of rich gold mines, and of a wonder- 
ful fountain in the land of the North, the drinking of whose 
waters would restore youth and vigor to old age. De Leon 

12 



SPAIN IN THE NEW WORLD 



13 



condiiclcd ail expedition northwaicl by which he hoped to 
secure for liiinself wealth and young manhood. The gold 
and the fountain he did not find, but he discc^vered some- 
thing of much greater value to Spain, a beautiful land cov- 
ered with flowers. This he named Florida (15 13). A few 
years later De Leon returned to Florida with the purpose of 
planting a colony, but he was killed by an unfriendlv Indian. 
12. De Soto Explores Florida and Discovers the Mis- 
sissippi (1539-1541).— The failure of De Leon and Narvaez 
did not prevent other 
Spaniards from making 
similar attempts. In 1539, 
De Soto with about six 
hundred men, two hun- 
dred horses, and blood- 
hounds to hunt the In- 
dians, landed on the west 
coast of Florida in search 
of the new kingdom of 
gold. The Indians did 
not fear the bloodhounds 
more than they hated the 
Spaniards, whom they 
fiercely opposed. North- 
ward and westward the 
Spaniards wandered in 

their fruitless search for gold mines. They found, in- 
stead, " fighting, fever, and famine." One great, unlooked- 
for discovery it was their fortune to make. That was 
the discovery of the Mississippi River. They journeyed 
many miles beyond it, but soon returned, and at last, after 
two years of hopeless wandering, De Soto, w'orn out 
and sick at heart, died and was buried in the great river 
which he had discovered (1541). His surviving companions 
sailed down the Mississippi, and found shelter in the 
Spanish settlement of Mexico.^ De Soto, like De Leon, 

' Cortez had conquered Mexico, and established Spanish colonies there (1519- 
1521). Pizarro had conquered Peru (1531-1533). 




14 



HISTORY OF THE UNITED STATES 



failed, and in the country north of Mexico Spanish explo- 
rations were not successful. 

13. The Spaniards Drive the Huguenots out of Florida 
(1562-1565). — For more than twenty years after De Soto's 
failure the Spaniards made no further efforts in Florida. In 
the meantime a bitter relig'ious war broke out in France 
between the Catholics and the Huguenots.' Coligny, the 
distinguished leader of the Huguenots, desired to establish 




THE BURIAL OF DE SOTO. 



a commonwealth of his own religious sect in America. Ac- 
cordingly he sent over in 1562 a small number of settlers 
Huguenot set= wdio tried to plant a colony where Port 
tiements. Royal, South Carolina, now stands. The col- 

on}^ having failed, another expedition under good leader- 
ship was sent out in 1564. This time the French planted a 
fort not far from the mouth of the St. John's River, Florida. 
For several reasons Spain laid claim to Florida: (i) By 
right of discovery through Columbus ; (2) by the explora- 
why Spain laid tious of Dc Lcou and De Soto ; and (3) by the 
claim to Florida. Popc's decree, which assigned that part of the 
heathen world to Spain. The king of Spain, therefore, 

' French rrotestants. 



SPAIN IN THE NEW WORLD 



15 



was indignant that the French should make any settlement 
there, and at once decided to send out a force to destroy the 
insolent intruders. This Spanish force was under the com- 




mand of Menendez, who in 1565 landed in Florida and built 
a stronghold which later became St. Augustine. Then he 
marched across the country, and by surprise and treachery 
succeeded in destroying all but a miserable The Spaniards de- 
remnant of the unfortunate Frenchmen who not'settiein"nt"fn 
had established the settlement. It was a cruel Florida. 
work, thoroughly done.^ The French learned a lesson 



' Although at this time France and Spain were at peace, the French did nothing 
to resent this wrong. A French captain, Dominic de Gourgues, however, deter- 
mined upon revenge in the name of iiis country. Having a private grudge against 
the Spaniards who had imprisoned him and made him work in the galleys, he fitted 
out at his own expense an expedition to h'lorida. Until the proper time he con- 
cealed his real purpose. Then he sailed straight to Florida, and with the aid of the 



i6 



HISTORY OF THE UNITED STATES 



from their unpleasant experience with the Spaniards at this 
time, and made no further attempt to plant colonies in the 
southern part of what is now the United States. 

14. Advantages of Spain in the New World. — The ad- 
vantages of Spain in the New World were many, two of 
which we will notice. In the tropical regions of Mexico, 
South America, and the West Indies, the Indians lived in a 
warm climate, supported themselves by a rude tillage of the 




OLD GATE-WAY AT ST. AUGUSTINE. 



soil, and could be easily enslaved. In this respect Spain 
had a decided advantage over the nations colonizing in the 
North, where the Indians had been made hardy and brave 
by exposure to rougher climate and almost continuous in- 
ter-tribal warfare. These Indians were dangerous enemies 

Indians surprised the Spanish forts on the St. John's River and put to the sword 
nearly all the Spanish soldiers. As his force was too small to attack St. Augustine 
he returned to France, leaving Spain in control of Florida. 



SPAIN IN THE NEW WORLD 



17 



to the white settlers. But surpassing- ail other advantages 
was the possession of the Gulf of Mexico and the mouth of 
the Mississippi River. 

15. Reasons for Spanish Failure. — But in spite of 
these advantages the Spaniards failed, and they failed 
because their conceptions and aims were wrong-. Their 
greatest desire was for gold and silver, conquest, and ad- 




i| 



BAI.HOA DISCOVERINC, 111 
PACIFIC. 

note,/-. iS.) 



\^i V 



r' 






venture. They did not 
understand that the soil 
must first be conquered, 
and that in order to de- 
velop agriculture, trade, and commerce, a life of patient 
toil was necessary. As they wished to get rich without 
work, the gold and silver which they found made them 
poor because it took away habits of industry. In North 
America Spanish colonization was a total failure. 



l8 HISTORY OF THE UNITED STATES 



TO THE PUPIL 

1. There are some dates ■which you should know as ■well as the alphabet. 

One of these is 1492. Just about fifty years later De Soto, the 
last Spanish explorer of note, discovered the Mississippi River. 

2. 1492-1541. Memorize these dates and remember that Balboa, De 

Leon, Cortez, Pizarro, and the other Spanish explorers did their 
•work at some time -within these fifty years. Just -when, it is not im- 
portant to know. 

3. Why did Spain lay claim to Florida ? What advantages did Spain 

have? Why did Spanish colonization fail in North America ? You 
may ■well notice the fact that in the struggle among European coun- 
tries for colonizing North America, Spain practically dropped out of 
the race after establishing St. Augustine. 

4. To develop accuracy, frequently write for five minutes on such topics 

as the following : De Soto's expedition, the Huguenots in Florida. 
Use your map constantly. 

5. Read Munroe's Flamingo Feather. 

NOTES 

Balboa Discovers the Pacific (15 13). — Balboa, a Spaniard in command 
of a company of men at Darien, made his way across the Isthmus of Pan- 
ama (then known as the Isthmus of Darien) and discovered the Pacific 
Ocean. He took possession of the sea in the name of his king. 

Cortez Conquers Mexico (1519-1521). — In 1519, Hernando Cortez be- 
gan the conquest of Mexico. Although his army numbered less than five 
hundred Spaniards, he burned his fleet behind him at Vera Cruz, and 
boldly set forth against the powerful Mexican ruler, Montezuma. Under 
an ordinary leader, the Spaniards must have been destroyed, but Cortez, 
with rare courage and foresight, led them on to victory. Before the close 
of 1 52 1 Mexico had become a Spanish province. 

Narvaez Explores Florida (1528). — As the greedy Spaniards now had 
fresh hopes of finding gold and silver in the new country, Narvaez fitted 
out an expedition that landed on the ■western coast of Florida (i 528). After 
passing through the severest hardships, he and many of his men were 
drowned. His secretary, Cabeza de Vaca, and three companions, fell into 
the hands of the Indians. Passing through many thrilling experiences, they 
wandered during eight years over two thousand miles of territory, and 
finally joined, on the Gulf of California, a body of Spaniards from Mexico. 

Pizarro Conquers Peru (1531-1533)-— In 1531, Pizarro sailed from 
Panama, with the purpose of conquering Peru for Spain. By bravery, 
cruelty, and treachery, he succeeded in carrying out his plan (1533). 
Peru, like Mexico, yielded to Spain vast quantities of gold and silver, 
which greatly aided her in carrying on her European wars. 



CHAPTER III 

ENGLAND IN THE NEW WORLD 

REFERENCES: Scribner's Popular History of the United States, II.; 
Wright's Children's Stories in American History ; Richardson's History of Our 
Country; Morris's Half Hours with American History, I. ; Eggleston's House- 
hold History; Winsor's Narrative and Critical History, HI. ; Andrews's United 
States, I. 

OUTSIDE READINGS: Towle's Heroes of History (Drake and Raleigh); 
Higginson's United States; Montgomery's English History ; Camden's His- 
tory of Queen Elizabeth; Creasy 's Fifteen Decisive Battles. 

FICTION: Scott's Kenilworth; Kingsley's Westward Hoi; Henty's 
Under Drake's Flag. 

i6. Relations Between Spain and England. —England's 

claim to North America was based upon the discoveries of 
the Cabots, who reached the mainland shortly after Colum- 
bus made his first landing on the West Indies. But Spain 
was the leading naval power in Europe. She controlled 
the Netherlands, and her mighty fleets sailed far and wide 
over the seas. England was not then the power she is now, 
and she was not strong enough to prevent Spain from 
carrying out her plans in America. So English explorers 
did not venture into that part of Atnerica to which Spain 
laid claim. Their efforts were directed chiefly to discov- 
ering a northwest passage to Asia, since they regarded 
America as only a barrier between Europe and Asia. 

During the latter part of the sixteenth century, however, 
conditions changed. In 1567, the Netherlands revolted 
against the rule of Spain, and for forty years carried on 
war with that countrv. In tliis war, which was partly re- 
ligious, England was on the side of the Netherlands. Thus 

19 



20 HISTORY OF THE UNITED STATES 

Spain had to contend with two countries at once, and found 
the great struggle a constant drain upon her strength. 
During these forty years of warring Spain received blows 
Defeat of the from which shc ncvcr recovered. The " In- 
spanish Armada, yincible Armada," her mighty fleet of war 
vessels,^ met with crushing defeat at the hands of English 
seamen (1588). From that date England's naval power was 
on the increase. 

17. English Sea-rovers and Explorers. — After 1570 the 
English did not confine themselves to the northern ocean, 
but explored in waters that Spain claimed as hers alone. 
English ships, manned by fearless sea-captains, ready to do 
and dare anything for old England and their queen, began 
to sail in every direction. As soon as it became clear that 
for carrying on her wars, Spain depended largely on the 
gold and silver- coming from the mines of Mexico and Peru, 
there was a fresh motive for English voyages to the New 
World. To cut off the supply of these metals, bold sea- 
captains like Drake and Hawkins scoured the sea in search 
of Spanish vessels. They cruised about the coasts, burning 
and plundering Spanish fleets and settlements, and thus 
did very great injury to Spain and her colonies in South 
America and Mexico. 

18. Sir Walter Raleigh's^ Attempt to Colonize Amer- 
ica (1584-1587). — In 1578, ten years before the Invincible Ar- 

' The Invincible Armada consisted of 130 warships carrying: 2,500 cannon and 
about 30,000 men. Philip II., the Spanish king, expected to humble England with 
this fleet. 

^ It has been estimated that the gold and silver Spain got from America would 
be now valued at five thousand million dollars. 

'Sir Walter Raleigh, born in 1562, was in his own time rightiy called the 
" Great Englishman," for he ranked high as historian, navigator, soldier, and 
statesman. In 1579, when only seventeen years old, he fought on the side of the 
Huguenots in the religious wars in France. He is said to have won the admiration 
of Queen Elizabeth by a simple act of gallantry. Meeting her one day as she was 
walking across a muddy street, he spread his cloak in her pathway for her to walk 
upon. From that time the queen took him into her court as a favorite. So en- 
tirely did he win her favor that she made him a knight. 

In 1588, Raleigh commanded one of the vessels in the English fleet that de- 
feated the " Spanish Armada." Later he was thrown into the Tower of London on 



ENGLAND IN THE NEW WORLD 



21 



mada sailed for England, a scheme was laid to plant on 
the coast of America, an English settlement, or military 
post, from which attacks might be made upon sir Humphrey on- 
Spanish fleets. Sir Humphrey Gilbert, the bert-s scheme, 
author of the scheme, failed, but the idea of making a settle- 
ment in America had found a lodging-place in the English 
mind. 

A little later Sir Walter Raleigh determined upon an- 
other effort. He saw that America's greatest wealth did 
not consist in gold and sil- 
ver, but in the opportunities 
it offered for the growth of 
a great people. He earnest- 
ly desired to plant an Eng- 
lish commonwealth in Amer- 
ica, and he had the honor of 
making the first English set- 
tlement. After obtaining a 
patent from the queen, he 
sent out in 1584 two vessels 
to make explorations. The 
explorers re- „ , . . . 

' ^ Raleigh sends an 

turned with exploring party 
„ 1 • „ to Virginia. 

glowing ac- 
counts of the new land and 
its people, and Queen Eliza- 
beth was so delighted with the reports of the new country 
that she called it Virginia, in honor of herself, the " Virgin 
Queen." 

In 1585, Raleigh sent out one hundred colonists, who 
landed on Roanoke Island, bright with hope. As soon as 
the ships sailed back to England the unfitness Raieigh-s first coi- 
of the colonists for their new trials became ony fails, 
apparent. Like all who had come before them they failed 

an unproved chary^e of treason. After remainini,^ twelve years in the Tower, he 
was beheaded for destroyinfr a Spanish settlement in time of peace (i6i8). Just as 
he was about to lay his head upon the block, he felt the keen edge of the axe and 
said, " This is a sharp medicine, but a sound cure for all diseases." 




SIR WALTER RALEIGH. 



22 



HISTORY OF THE UNITED STATES 



because of their thirst for gold. Instead of building homes 
and trying to cultivate the soil, they gave themselves up to 
searching for gold and silver. Moreover, they showed so 




AN INDIAN VILLAGE AT ROANOKE. 



little wisdom in dealing wnth the Indians that the latter be- 
came bitter enemies, eager to destroy the white strangers. 
The natural result of the experiment was failure. Fortu- 
nately for them, Drake, who was returning from one of his 
cruising expeditions, happened along and carried the- col- 




ENGLAND IN THE NEW WORLD 23 

onists back to England. The expedition was not wholly 
fruitless, however, for they took back to England on their 
return two products wdiich were evidence of the real 
wealth and promise of the new country. These products 
were tobacco and the common potato. 

Raleigh did not lose hope. Two years later he made a 
second attempt. He sent out a much larger number of 
settlers, among whom were women and chil- Raleigh's second 
dren. The new settlement was made at Ro- colony fails, 
anoke under the leadership of Governor White. He was 
soon compelled to return to England for supplies, where he 
found all the people 
astir in preparation for ^ 
the attack about to be ^ 
made by the Spanish 
Armada. As every man 
was needed to ficrht the 

wcto m^(-ia»^va lw iijgi'i- lih^ SIGNATURE OF SIR WALTER RALEIGH. 

coming enemy% three 

years passed before Governor White sailed again for Roan- 
oke. Not one of the colonists was ever found. 

Raleigh sent out several expeditions in search of the lost 
colony, but finally^ gave up hope of finding it or of plant- 
ing another. He had already spent what was Raleigh's lost 
equivalent to more than a million dollars of colony, 
our present mone\\ Although nothing remained to be 
seen in return for this vast expenditure of mone)% Raleigh's 
work was not a failure, for his efforts had suggested to 
England that the real wealth of America lay in the oppor- 
tunity it afforded for planting colonies which in time would 
become the foundation of a new English nation. 

19. England's Need of America. — There was special 
need at this time for such an opportunity to relieve the 
crowded industrial conditions at home. The great demand 
for wool by Flemish weavers made wool- , \. . 

•^ _ Large numbers of 

growing very profitable in England. There- men thrown out of 
fore, English landowners engaged largely in ^•"■k "i England, 
raising sheep instead of cultivating the soil. The result was 
that but one man was now required to watch sheep where 



24 HISTORY OF THE UNITED STATES 

formerly many had been needed to raise wheat and barley. 
Large numbers of men were thrown out of work, and there 
was great distress among the laboring classes. The clos- 
ing of the monasteries by Henry VIII., a few decades 
earlier, had had a similar effect, and the return of soldiers 
from European wars increased the difficulty. What to do 
with this large body of the unemployed w^as a trying prob- 
lem, America seemed to furnish a solution, and to America 
men eagerly turned for help in the hour of England's need. 



TO THE PUPIL 

As the defeat of the " Invincible Armada " by England is a great 
landmark in history, 1588 is another date you should know with 
certainty. You will notice that this defeat, which had a large influ- 
ence upon colonization in America, occurred about one hundred years 
after 1492. You will notice, also, that Raleigh's attempts to plant 
colonies took place only a short time before 1588. 

If you will learn important dates like 1492 and 1588 and group about 
them others of less importance, you will remember your history much 
better. 

Why can you say that Raleigh's work in America was not a failure ? 
Make a chart outline of the most important events for the first hun- 
dred years after the discovery of America by Columbus. 

You can easily make a review outline from the topics in the three 
chapters now studied. Do it. It would be well for you to read the 
life of Sir Walter Raleigh and also Scott's Kenilworth. 



NOTES 

Sir Francis Drake (1577). — Sir Francis Drake was one of England's 
famous navigators and admirals. In 1577, he set sail from England with 
five vessels ; in 1580, he returned with but one. In the meantime he had 
doubled the Cape of Good Hope, as Magellan's men had done sixty years 
before, and sailed entirely around the world. He was the first English 
sea-captain to accomplish this great undertaking. 

BariholoDiew Gosnold (1602). —In 1602, the same year in which Ra- 
leigh sent out his final expedition in search of the lost colony at Roanoke, 
Bartholomew Gosnold set sail from England. He had with him twenty- 
three men, eleven of whom were to remain in America to make a settle- 



ENGLAND IN THE NKW WORLD 



25 



ment. Reaching the coast at Massachusetts, he sailed around Cape Cod, 
which he so named on account of the abundance of cod fish near its coast. 
Tlien steering his course southward, he entered Buzzard's Bay and hinded 
on an island which he called Elizabeth, in honor of the queen of P2ngland. 
On his return homeward, the eleven men who were expected to remain and 
make a settlement insisted upon returning with him. But Gosnold's inter- 
est in America bore fruit, for it kept alive the interests of other English- 
men in colonizing the New World. 




QUEEN ELIZABETH'S SIGNATURE. 



CHAPTER IV 

THE ENGLISH IN VIRGINIA AND MARYLAND (1607-1689) 

REFERENCES: Scribner's Popular History of the United States, III.; 
Wright's Cliiidren's Stories in American History ; Drake's Malting of Virginia 
and the Middle Colonies; Richardson's History of Our Country; Coffin's Old 
Times in the Colonies ; Cooke's Stories of the Old Dominion ; Andrews's 
United States, I. 

OUTSIDE READINGS: Fisher's Colonial Era; Eggleston's Pocahontas 
and Powhatan; Bancroft's United States; Doyle's English Colonies; Lodge's 
Short History of the English Colonies in America; Thwaites's The Colonies; 
Cooke's Virginia; Browne's Maryland; Montgomery's English History. 

20. London and Plymouth Companies. — Raleigh as- 
signed his interests to a number of merchants and capital- 
ists, who received a charter from King James in 1606 and 
formed two companies for the purpose of colonizing Amer- 
ica. One of these companies was located in London. 

and was called the London Com- 

^ c^-^^yl panv. The other was located in 

///1/ynP/O Cp-^"^^^ Plymouth, and w^as called the 

X /fU/trlAA) ^ Plymouth Company .^ The former 

(_^^ was to occupy the land between 

SIGNATURE OF JAMES I. 34_degrees and 38 degrees north 

latitude,extending from Cape Fear 
to the mouth of the Potomac River ; the latter, between 41 de- 
grees and 45 degrees, extending from the mouth of the Hud- 
son River to New Brunswick. By a charter granted in 1609, 
the Pacific Ocean was made the western boundarv of Vir- 
ginia. The area lying between these two belts, 38 degrees to 
41 degrees, might be occupied by either company provided it 

' The Plymouth Company sent out to tlie Kennebec the following year a settle- 
ment which proved a failure. No further attempt was made by this company. 

26 



\ 



S 






tP 



y^ 



^ 



^ 



r~} 



t^ 


"^ v \ 


^^ 




J^ — 


V 



// 



^ 



'> 



/ 



/ 



y> 



v^ 



^ 



\^ 



Map of (he present AreR of the 

UNITED STATES, 

AS IT WAS IN 

1650, 

/Slioirlng Forf^t, Plain and Prairie Regions, 
and Indian Tribes East of the SIlsBissippl. 

'The Qreen repreeentB the Forests, the more 
denselj wooded portions being darker in color. 



THE M.-N.CO. 



115° 



THE ENGLISH IN VIRGINIA AND MARYLAND 



27 



came no nearer than one luindred miles to a settlement 
made by the other. 

The most notable provision of the charter was that the 
colonists, as citizens in America, shonld have the same 
rights and privileges as belonged to citizens jhe charter and 
of England. It will be well to bear this great the common 
principle of the charter in mind when we study 
later the causes of the American Revolution. In addition 
to the charter, the emigrants received from King James 
and the London Company 
strict orders about what 
should be done in Virginia. 
One of these orders wms very 
unwise and almost ruined 
the colony. It was as fol- 
lows: for five years after 
settlement no one was to 
have any land of his own ; 
all were to work together 
and put the products of 
their labor into a common 
storehouse, out of which 
provision was to be made 




for clothing and feeding the 






oi'v.s 'Vi 1 r.ii 111 



oMi' \ 



J- 



iJ^ s 



yy 



. 'S;."; ''j*t,: J( 



s 



\ 



^'^^ ^ \ > ^ PLYMOUTH and LONDON 
GUAMS,1006. 

50 100 200 




ScmIc of Mil-; 



colonists. 

21. Settlement of James- 
town (1607). — On New 
Year's day, 1607, the first 
colony, consisting of one 
hundred and five men, set sail from London. About half of 
these men were gentlemen, whose aim, like that of previous 
settlers, was to make their fortunes in the New World and 
then return home. The other half consisted mostly of me- 
chanics and tradesmen. There were no farmers and no 
women in the new colony, for the colonists did not come 
to make homes and settle down to earning their living by 
patient labor. Their aim was to find gold as the Spaniards 
had done in Peru and Mexico. Such men were not the right 



28 



HISTORY OF THE UNITED STATES 




material to make a successful colouy, as soon appeared alter 
they had reached Virginia. In May, they sailed up the 
James River and made a settlement. This they called 
Jamestown, in honor of King James, from whom they re- 
ceived their charter. Being for the most part a lazy, shift- 
less set, they did very little to prepare for the future. They 
The Settlers and wcrc SO slow that by the time they were set- 
their Sufferings, tied it was too late for the spring planting. 
Soon their provisions began to fail, and famine, along with 
the fever which seized them in the warm climate, rapidly 

thinned their ranks. Some- 
; times there were hardlv 

enough well persons to 

bury the dead. In about 

four months half their 

number had died, and the 

„,»^.^. «„.™^ rest were discouraged, 

Ky^' "-^^^^^^^^ During these weary 

r ' mk. -'- ,^^^,rifjHi months of suffering some 

of the settlers lived in mis- 
erable dwellings made of 
boughs of trees or old 
sails, and some dug holes 
in the ground for shelter. 
22. The Services of 
Smith. — But for one cou- 
rageous man, John Smith, 
they would probably have 
perished. He so managed 
the Indians as to secure 
food enough to preserve 
the lives of the wretched 
colonists. Two years later 
more colonists joined them, but the new-comers were as 
unfit as those who came first. During this time John Smith 
not only kept the colony from ruin but found opportunity 
to do some valuable exploring. While on one of these ex- 
peditions he sailed, in search of the Pacific, up the Chick- 




RUINS OK OLD CHURCH AT JAMESTOWN. 



THE ENGLISH IN VIRGINIA AND MARYLAND 



29 



ahoininy River,' where he was captured by the Indians and 
taken before their chief, Powhatan. Smith tells a tlirilling 
story 2 of the saving- of his life by Powhatan's young daugh- 
ter, Pocahontas. However 
much truth there may be in 
the romantic incident, Poca- 
hontas herself is an attrac- 
tive character, and her rela- 
tion to the colonists is full 
of interest.^ 




CAPTAIN JOHN SMITH. 



' North America at this time was 
supposed to be a narrow strip of land. 

'•^ As Smith in his efforts to prevent 
capture had killed two Indian war- 
riors, Powhatan decided that he must be 
put to death. In the meantime, Smith 
had won the warm friendship of Poca- 
hontas, a kind-hearted girl about ten 
years old. This little friend saved his 
life. For the Indians, having bound 
Smith hand and foot, and laid his head 

upon some stones, were gathered about their captive to see him put to death. Then 
a warrior raised his club, but before it could fall upon Smith's head, Pocahontas 
threw her arms about the prisoners neck, and begged her father not to kill him. 
Powhatan's heart being touched. Smith was released and allowed to return to 
Jamestown. Although this story has been discredited by some historians, there is 
pretty good evidence for its truth. Later, Pocahontas carried food to the starving 
settlers at Jamestown, and gave Smith warning of an Indian plot to kill him. 

A young Englishman, John Rolfe, fell in love with Pocahontas and married her. 
He took her to England, where she was treated with great kindness. Just as she 
was on the point of returning to America she died, leaving a son who became a 
man of influence in Virginia. John Randolph, of Roanoke (Va.), was one of her 
descendants. 

■'According to his own romantic account, John Smith had many thrilling advent- 
ures before he went to Virginia. Running away from his home in England, while 
yet a boy, he went to Holland and became a soldier. F'rom Holland he wandered 
to other parts of Europe, and in course of time fought against the Turks, three of 
whom he slew in single combat. After being captured and enslaved by the Turks 
he made his escape, and in 1604 returned to England, at the age of twenty-five, in 
time to join the movement for planting a settlement in Virginia. On his return to 
England in 1609 he sailed to New England and made a map of much of its coast. 
In addition to an account of his own life, he wrote several books on America. He 
was a man of immense courage and energy, and doubtless saved the Jamestown 
colony from ruin. 



30 



HISTORY OF THE UNITED STATES 



23. Smith Returns to England ; the Suffering Colo- 
nists (1609-1610).— After two more years of famine and 
hardships, five hundred additional colonists came over. It 
was the old story over again. Paupers, criminals, and 




iKi/n/ Po\vluit,in co/?Muc/j CSmith to he JfayiY^his ^ 
daughtn Tokahontas 3<^j hs life hi6 -than h^ullnr/s 
I ncj Jij\s. he Subifclfd Zo nf their kiiii^s rcadej) /iifhoiy 



POCAHONTAS SAVING CAPTAIN SMITH S LIFE. 
From Stiu'//i''s ^^ General History.'''' 

otherwise worthless men made up the greater part of this 
wretched company. About this time the colonists suffered 
a severe loss, also, for Smith, having been wounded by the 
accidental discharge of a gun, was obliged to return to 



THE ENGLISH IN VIRGINIA AND MARYLAND 



31 



England. The colony was thus left without a leader. At 
once the Indians, whom Smith had managed with great 
skill, began to rob and plunder the settlers, and famine and 
disease aided the work of destruction. The famine became 
so severe that the colonists ate the bodies of - The starving 
their own dead. Every day the numbers were Time." 
thinned by death, and at the close of that dreadful winter 
(1609-1610), long known as the " starving time," barely 
sixty of the five hundred 
were left alive. Lord Del- 
aware, the newly appoint- 
ed governor, came in June, 
1610, just in time to pre- 
vent the miserable rem- 
nant from sailing away to 
England. On account of 
ill-health he could not re- 
main long in the colony, 
and left Sir Thomas Dale 
in charge of affairs. 

24. Dale's Great Re- 
form : He Establishes In- 
dividual Ownership of 
Land and Goods (1611- 
1616). — Dale was, like 
Smith, a vigorous and able 
ruler. He quickly saw that 
he must be extremely se- 
vere in governing the law- 
less men in the colony. He not only flogged the unruly, 
but inflicted the severest kind of punishment upon those 
who said anything against his mode of govern- oaie-s severe 
ing. He even went so far as to burn some of measures, 
the most rebellious, and in one case he sentenced to death 
by starvation a man who had stolen food. Of course these 
oppressive measures made Dale unpopular, but a stern 
ruler was just what was needed to put the colony on a firm 
footing. Its future soon began to look hopeful. 




POCAHONTAS. 



32 



HISTORY OF THE UNITED STATES 



Perhaps Dale's wisest act was the abolition of the sys- 
tem of a common storehouse. This had been one of the 
Dale abolishes greatest cvils of the colony. The settler had 

the system of the ^^^ j^j^^| ^f j^-g ^^^^^ ^^^^ j-,^^ ^q ^^ ^^J^g -q^_ 
common stores '■ i • i 

house. nets of his labor into a common stock which 

all shared alike. It was a foolish system. The idlers, 
knowing they would be fed and clothed whether they 



M49^m. 







yp^(>Ue:ty. 



THE IDLE COLONISTS. 



worked or not, willingly let the industrious ones support 
them. As a result, thirty or forty energetic men had been 
supporting four or five times as many lazy, good-for-noth- 
ing men. Dale's great reform consisted in giving every 
man his own plot of ground. After the owner had turned 
into the common stock two and one-half barrels of corn, the 
remainder of his crop was his own. Under the new law, 
the idle were compelled to work and the thrifty were en- 
couraged to produce all they could by their labor. 



THE ENGLISH IN VIRGINIA AND MARYLAND 33 

25. Tobacco the Main Source of Wealth. — About the 
time that this wcjiking spirit began to direct the colonists, 
they found that raising tobacco was immensely protitablc. 
The soil and climate of Virginia specially fitting it for grow- 
ing tobacco, after 1616 this product was the principal source 
of wealth. Now that the colonists could have their own 
land, and could make money by raising tobacco, they were 
ready to work with a will. Farmers in England were glad 
to come to Virginia, and the success of the colony was no 
longer doubtful. 

26. The Second Great Reform: Self-government 
(1619). — Up to 1619 the people had little or no voice in tiieir 
government. This state of things they did not like, for 
they had been accustomed in England to sending represent- 
atives to their governing body, Parliament. In 1619, there- 
fore, they were granted a new charter, which provided 
for a representative assembly consisting of two delegates 
from each of the eleven settlements. As these settlements 
were called boroughs, the assembly was known as the 
House of Burgesses. The new government The New Gov- 
consisted of a governor, council, and assem- emment. 
bly. This threefold government was modelled after the 
English form ^ and furnished later a basis for our own State 
and national governments. The private ownership of land 
and the culture of tobacco were two great inducements to 
emigration. Now that the people had a voice in making 
their own laws and levying their own taxes, Englishmen 
flocked to Virginia. Within a year after the people began 
to govern themselves, the population increased from 600 to 
4,000. With the coming of women about that time, family 
life found a place in Virginia, and the people became pros- 
perous and contented. 

27. Great Need of Labor ; Labor Supply. — A very 
different class of men now came to Virginia. Men with 
families and capital were ready to plant homes where re- 

' 'l"he English Government consists of tlie Queen, House of Lords, and House 
of Commons. The Cabinet, and not the Queen, is the real executive in England. 
The two Houses constitute what is known as Parliament. 



34 



HISTORY OF THE UNITED STATES 



turns for labor were so promising. The great need was for 
laborers, and to supply this need indented servants in lai"ge 
numbers were brought over. At first these were poor 
boys and girls who were bound to service until they be- 
white servants Came of age. Then adult servants, required 
sent to Virginia, ^q serve a term of 3^ears to pay for their 
passage, were sent. There were also kidnappers in England 

whose special duty it was 
to procure men for ser- 
vice in Virginia. 

But all these sources 
of labor did not supply 
Virginia's demand ; for 
it frequently happened 
that the indented servant 
when free, himself be- 
came a landowner and 
required laborers. Nat- 
urally, then, the slave- 
trader sought this invit- 

The first cargo of i^g market, 
negro slaves. Q^d in 1619 

landed the first cargo of 
negro slaves in Virginia. 
At that time able-bodied 
negroes could be bought 
on the coast of Guinea 
for a few shillings apiece. 
These negroes were 
packed so closely for sail- 
ing that a vessel would bring hundreds of them over in a 
single voyage. Reaching Virginia they could be sold for 
about the price of a good horse. The profits were immense 
both to the slave-trader and the slave-owner. What the 
tobacco grower needed was an abundance of cheap labor, 
a need which negro slavery supplied. Tobacco, therefore, 
was largely responsible for the introduction of negro slav- 
ery into Virginia. 




TOPACCO-rLANT. 



THE ENGLISH IN VIRGINIA AND MARYLAND 35 

28. Tobacco Establishes Rural Life. — It was found that 
tobacco quickly exhausted the soil. This led to taking up 
much new land as soon as the old was worn out. Larcre 
plantations were the result. Each planter tried to secure a 
plantation on one of the many rivers. He could then have 
his own wharf, where he could ship his tobacco and receive 
in exchange manufactured goods from England. Under 
such a system, where each planter held thousands of acres 
of land, no large town could grow up, and life was wholly 
rural. 

29. Berkeley and the People. — In 1660, after the over- 
throw of the commonwealth (see par. 35), Charles II. as- 
cended the throne of England and Sir William Berkeley for 
a second time^ became governor in Virginia. Governor 
Berkeley cared very little for the rights and wishes of the 
people. He was trying to rule in America as his despotic 
king was ruling in England. Hence in 1660 there began, 
between the people on the one side and the king's party 
headed by Berkeley on the other, a struggle that grew more 
and more bitter until it ended in Bacon's Rebellion in 1676. 
As this rebellion is an event of some importance, we may 
well notice how it came about. We shall see in the chain 
of events some of the causes of the American Revolution 
which occurred one hundred years later. 

30. Bacon Leads an Uprising of the People (1676). — 
Charles II., early in his reign, decided to enforce the Naviga- 
tion Laws, as a means of increasing his revenue, xhe Navigation 
These laws were very severe upon the tobacco ^-aws. 
trade of Virginia. They required that the planters should 
send their tobacco in English vessels, and to none but Eng- 
lish ports. They required also that the planters should buy 
in England all the European goods they might need, and 
that these goods should be brought over in English vessels. 
In other words, the planter had to sell his tobacco and buy 
his manufactured goods at prices set by English merchants. 
This nearly ruined the leading industry of the planters, and 
they became discouraged and exasperated. In 1670 they 

' Berkeley was governor from 1642-165 1. 



36 HISTORY OF THE UNITED STATES 

received almost nothing for their tobacco, and paid high 
prices for goods manufactured in England. 

At the same time the Virginia Assembly no longer rep- 
resented the wishes of the people, but the tyrannical ideas 
Tyranny of of Berkeley. Having found in 1660 a set of 

Berkeley. mcn^ that suitcd his views, Berkeley for six- 

teen years kept these men in office, without an election by 
the people, by adjourning the assembly from year to year. 
Popular rights were thus despised. Moreover, suffrage 
was taken from all except land-owners and " housekeepers." 

All these things were bad enough, but in 1673 the king 
did something far worse. He actuall}^ gave away Virginia 
to two of his favorites for thirty-one years. This action 
made the colonists uncertain about the titles to their land 
and aroused them to a high pitch of indignation. When a 
little later the lives of the settlers were threatened by 
attacks from the Indians and Berkeley refused to send 
troops against them, the people were ready 

Bacon's Rebellion. , ^ ,,,. -vti-,V. 

tor open rebellion. Nathaniel Bacon, a young 
man of wealth and influence, and a leader among the peo- 
ple, sought a commission from the governor to march 
against the Indians, but the governor, fearing a revolt, 
refused to give it. Without the commission, therefore. 
Bacon led his troops against the Indians and routed 
them. The governor declared him a rebel and traitor. 
Civil war followed. Governor Berkeley was driven out of 
Jamestown and the town was burned by owners of property 
in order to prevent his coming back. But Bacon suddenly 
died of fever, and Berkeley returned to take revenge by 
putting to death more than twenty of Bacon's leading 
followers. Not pleased with Berkeley's management of 
affairs, the king summoned him to England where, dis- 
appointed and heart-broken at the king's rebuke, he soon 
afterward died. Bacon's Rebellion showed that the 40,000 

' Between 1650 and 1660, when the Puritans were in control in England, 
hundreds of the Stuart followers, called cavaliers, came to Virginia (see par. 103). 
Many of these cavaliers became planters of large influence and naturally supported 
Berkeley. 



THE ENGLTSn IN VIRGINIA AND MARYLAND 



37 



people in Virginia loved liberty well enough to shed their 
blood in its defence. 

We have shortly to study settlers of a very different 
type — the New England Pilgrims and Puritans — but before 
doing so we must glance at the fortunes of the Catholics in 
Maryland. 

31. Lord Baltimore and the Catholics Settle Maryland 
(1634). — At the time the Puritans' were coming over to 
America on account of relig- 
ious persecution in England, 
the Catholics also were being 
badly treated because they 
were unwilling to conform 
to the English church. Lord 
Baltimore, a prominent Cath- 
olic, wishing to secure free- 
dom of worship for English 
Catholics, obtained from 
Charles L, who Avas his per- 
sonal friend, a charter grant- 
ing iiim the laiul lying north 
and east of the Potomac 
River and on both sides of 

the Chesapeake Bay. Lord Baltimore died before the 
charter was issued, and it was transferred to his son. The 
latter made a settlement in 1634, near the mouth of the 
Potomac River, at St. Mary's, and named his colony ^Lary- 
land in honor of the queen, Henrietta Maria. Before pro- 
ceeding to build houses for themselves, the colonists bouo:ht 
the land of the Indians, and paid for it with axes, hoes, and 
cloth. Their relations w'ith the Indians were, with rare ex- 
ceptions, most friendly. 

32. Lord Baltimore's Proprietary Rights.^ — The char- 
ter granted to Lord Baltimore was extremely liberal. The 
king made him proprietor, requiring, as a token of his alle- 

' See par. 40. 

• Maryland, Pennsylvania, and Delaware were the only Proprietary colonies at 
the time of the Revolution. See par. iii. 




GEORGE CALVERT, LORD BALTIMORE. 



38 



HISTORY OF THE UNITED STATES 



giance to the crown, two Indian arrows yearly and one- 
fifth of all the gold and silver. Lord Baltimore had almost 
The liberal char= the powcrs of 3. king in the new colony. He 
*«•■• could call together an assembly of the people's 

representatives, whose laws were in force as soon as he 
signed them, the king's assent not being required. The 
proprietor could coin money, establish at his will courts of 
law and pardon criminals ; and these proprietary rights 
were to remain with Lord Baltimore's descendants. Thus 

we see that he had al- 
most as much power in 
Maryland as King 
Charles had in England. 
Besides, the Maryland 
charter contained a re- 
markable provision deny- 
ing the right of the Eng- 




A MARYLAND SHILLING. 



lish government to tax 
the colonists within the province. The colonists were to 
enjoy all the rights of freeborn Englishmen in the mother 
country, and no taxes could be levied without being voted 
by the people's representatives in their colonial legislature. 

33. Disputes About Boundaries and Religion. — The 
Virginia colonists were greatly dissatisfied on account of 
the king's grant of land to Lord Baltimore, because the 
same land, they claimed, had already been granted to them. 
This dispute led to fighting and bloodshed, but the king 
finally decided the question in favor of Lord Baltimore. 
Much later, after the settlement of Pennsylvania, there was 
a dispute also about the boundary between that colony and 
Maryland. After a long time two surveyors. Mason and 
Mason and Dix= Dixou, established the boundary since known 
on'siine. as Masou and Dixon's line (i 763-1 767). 

In the early days of the colony every settler was allowed 
to worship as he pleased — provided he worshipped in a Chris- 
tian church ; all were equally protected under the laws. But 
later, during Cromwell's rule in England, the Protestants,' 

' Protestants were always more numerous in the colony than Catholics. 



THE ENGLISH IN VIRGINIA AND MARYLAND 39 

getting- control of tlie govcrnmcMit, began to persecute the 
Catholics, and serious trouble followed. 

34. Prosperity of the People.— But in spite of many 
disputes about boundaries and religion the colony pros- 
pered. The land was fertile, the climate delightful, and the 
colonists could make their own laws. As in Virginia, life 
was almost wholly rural during the seven- Rural life of the 
teenth century. The numerous rivers, creeks, people- 
and inlets made communication so easy that towns, or cen- 
tres for collecting and distributing articles of trade, were un- 
necessary. Ships could bring whatever the planter needed 
to his door, and carry away in exchange the products of the 
plantation, — tobacco and Indian corn. Like Virginia, Mary- 
land derived much wealth from growing tobacco, which 
was for a long time the staple product of the two colonies. 

TO THE PUPIL 

1. What V7as the most notable provision of the charter granted by James 

I. to the London Company? What bad results followed the estab- 
lishment of the common storehouse ? What did John Smith do for 
the Virginia colony ? Tell all you can about his character. 

2. Imagine yourself in Virginia during these early years, and give an 

account of your life there. Impersonating Pocahontas, speak in the 
first person of your relations to the whites. Compare the w^ork of 
Smith and Dale. 

3. Do not be satisfied until you understand clearly the two great reforms. 

4. Study the relation of soil and climate to tobacco, and of tobacco to 

plantation life and to negro slavery. 

5. What was Berkeley's attitude toward the plain people ? How did the 

Navigation Laws bear heavily upon the Virginia planters ? In 
what way was Berkeley tyrannical ? Write a simple outline of the 
events which led to an uprising of the people under Bacon in 1676. 
What were the results of this uprising ? Contrast Bacon and Berke- 
ley, and show why you like or dislike either of them. 

6. Subject for debate : Resolved that Virginia owed a greater debt to 

John Smith than to Governor Dale. 

7. Why did Lord Baltimore wish to plant a colony in the New World? 

What singular powers did the king confer upon Lord Baltimore as 
proprietor of Maryland ? Be sure that you know what a proprietor 
was. 
8 What remarkable provision did the Maryland charter contain ? Note 
the important clause in the Maryland charter about "no taxation 



40 HISTORY OF THE UNITED STATES 

■without representation." What was Mason and Dixon's Line? In 
what respect was the life of the Maryland colonists like that of the 
settlers of Virginia ? If you can see the relation of cause and effect 
between events, history at once becomes full of meaning and life. 
In looking for such relation, you will find it a great help to bring to 
your recitation at least one written question on every lesson. 
9. The account of Bacon's Rebellion, as told in Cooke's Virginia, is well 
worth reading. 

NOTES 

North and South Carolina (1663-1729).- — In 1663-65 Charles II., desir- 
ing to reward eight of his favorite noblemen, gave them a grant of all the 
land between the Atlantic and the Pacific and extending from Virginia to 
a point some distance below St. Augustine. Thus we see that this land, 
called Carolina, had eight proprietors, just as Maryland and Pennsylvania 
each had one. 

The form of government for Carolina was aristocratic. It was called 
the Grand Model and is said to have been outlined by a great English 
philosopher, John Locke. A few noblemen were to own all the land, 
make the laws, and have all the powers of government in their hands. 
The people were, like the old Russian serfs, to be bought and sold with 
the land. Of course this absurd scheme was a failure. The people 
made so much trouble for the proprietors that the latter were glad to sell 
in 1729 all their rights to the king of England. The king then divided 
Carolina into North and South Carolina, appointing a governor for each 
colony and allowing the people in each to choose their own assembly. 

The population of the two colonies was composed of Englishmen, 
Huguenots, Germans, Scotch-Irish, and Scotch Highlanders. When the 
Revolution began, North Carolina was the fourth colony in population. 
The staple products of South Carolina were rice and indigo, and of North 
Carolina were tar, pitch, turpentine, and lumber. 

Georgia (1733). — James Oglethorpe, a brave soldier and wealthy mem- 
ber of Parliament, knowing how eager the Spaniards were to destroy the 
weak English settlements in South Carolina, wished to plant a colony that 
should serve as a military outpost to ward off the Spanish attacks. But 
this was not his only motive. Being a man of warm sympathies, he de- 
sired to find relief for imprisoned debtors suffering in English prisons. 
He therefore secured from the king a grant of the land lying between the 
Savannah and the Altamaha Rivers and extending westward to the Pacific. 
In 1733 he planted at Savannah a colony in which freedom of worship was 
allowed to all but Catholics. For many years neither rum nor slaves 
could be imported. But believing that these restrictions interfered with 
the prosperity of the colony, the people finally secured their removal. At 
the end of twenty years, the trustees to whom the king had granted the 
original charter, gave it up. Georgia then became a royal colony and re- 
mained so until the Revolution. 



CHAPTER V 

THE PILGRIMS AND PURITANS IN MASSACHUSETTS AND 
CONNECTICUT (1620-1689) 

REFERENCES : Scribner's Popular History of the United States, I. and II. ; 
Drake's Mailing of New England ; Coffin's Old Times in the Colonies ; 
Wright's Children's Stories in American History ; Winsor's Narrative and 
Critical History, III. ; Eggleston's Household History : Andrews's United 
States, I. 

OUTSIDE READINGS: Fislier's Colonial Era; Doyle's English Colonies; 
Lodge's Short History of the English Colonies in America; Tliwaites's The 
Colonies; Hawthorne's Grandfathers Chair; Hale's Story of Massachusetts; 
Fiske's Beginnings of New England; Abbott's Captain Myles Standish; Mont=' 
gomery's English History. 

FICTION : Stowe's Mayflower ; Austin's Standish of Standish, Betty Alden, 
A Nameless Nobleman, Dr. Le Baron and His Daughters ; Cogswell's Regicides. 

POETRY: Longfellow's Courtship of Myles Standish. 

35. England Under the Stuarts (1603-1649 and 1660- 
1688). — We cannot understand who the Pilgrims and Puri- 
tans were, w^hy they left their homes in England, and what 
they did after they came to America, unless we know 
something of English history from 1603 to 1689. With the 
exception of eleven years (1649- 1660), the Stuart kings ^ 
reigned in England during this period. These men were 
oppressive rulers and aroused the opposition The tyrannical 
of many of the best people in England. When stuarts. 
James I. ascended the throne he seemed to think that all 
England and its people were his personal property. He 
claimed that he ruled by divine right, which was another 

'James I. (1603-1625), Charles I. (1625-1649), Charles II. (1660-1685), 
James II. (1685-1688). 



42 HISTORY OF THE UNITED STATES 

way of saying that his will was law and that the people had 
no rights which he was bound to respect. 

Accordingly, there at once began a struggle between the 
throne and the people, who were represented by Parliament. 
The great majority of the people claimed that they could 
not lawfully be taxed without their consent ; in other words, 
No taxation with= ^^^^ "° taxcs could bc Icvicd unless voted 
out representa- by the people's representatives in Parliament. 
*'**"• The Stuarts tried to plan various ways of 

raising money without asking Parliament to vote it. But 
this was very difficult. 

For eleven years (1629-1640) Charles I. ruled England 
without Parliament, and he was so arbitrary that he brought 
on the war which ended in the loss not only of his crown, 
but of his life (1649). The Commonwealth followed (1649- 
1660) — England being ruled by Oliver Cromwell and later 
by his son Richard. Oliver Cromwell became almost as 
by his son Richard. Oliver Cromwell became even more 
autocratic than Charles I. had been. 

After the Restoration, Charles II., son of Charles I., 
reigned till 1685, when he was succeeded by his brother, 
James II. driven Jamcs II. The latter was so despotic that the 
from England. people rosc agaiust him in the Revolution of 
1688, and drove him out of England. It will greatly help 
us to understand Berkeley in Virginia and Andros in New 
England, if we remember that these men were trying to 
rule in America as their royal masters were ruling in 
England. 

James I. was determined to make every one conform to 
the Established Church in England. But there were many 
The Church of pcople who did not like its forms and cere- 
Engiand and the mouics and wished to modify them. They 
Puritans. were called Puritans because, it was said, they 

wished to purify the Church. The Puritans wished to re- 
main in the Church and reform it. Another party wished to 
leave the Established Church, or separate themselves from 
it, and were therefore known as Separatists or 

The Separatists. -^- , ,^, , i-i-iii 

Independents. Ihey not only disliked the 
forms and ceremonies of the English Church, but they also 



THE PILGRIMS AND PURITANS 



43 



disapproved of church -"overnincnt by bisliops. They 
wished to have a church in which the people only should 
rule. Such a self-governing church, where each congrega- 
tion could elect its minister and manage its own affairs with- 
out interference from king or bishop, afterward became 
known as Congregational. 

36. Pilgrims Migrate to America (1620). — In the early 
part of the reign of James I., a number of people in the 



EN«LAXD A>D HOLLAND. 




village of Scrooby , a small village in Nottinghamshire, under- 
took to form such a church. But they were regarded as 
rebels and were hunted down, and some of The Pilgrims es- 
them were thrown into prison. At last, in cape to Holland. 
1608, they escaped to Holland, where they were allowed to 
remain in peace and to worship as they pleased. 

But they were not satisfied to settle permanently in Hol- 
land, because they did not wish their children when grown 



44 



HISTORY OF THE UNITED STATES 



up to intermarry with ihc Dutch. They wisiiecl to make 
homes in a new land and there establish a free government 

and their own religion. 
After remaining in 
Holland twelve years, 
therefore, they decided 
to go to America, in 
order to establish a 

Their aims and Sclf-gO V - 




character. 



ernmof com- 



THE MAYFLOll'ER. 



munity and bring up 
their children to be lib- 
erty-loving and God- 
fearing men and wom- 
en. By reason of their 
wanderings these peo- 
ple were called Pil- 
grims. The Pilgrims 
were poor, but they 

were men of strong will and noble purpose. They tried 

to get a charter from the king, but he refused to give it. 

He led them to believe, ^^^^^^-^ _^ ,^^ 

however, that he would 

not interfere with their ^ _ 

project if they did not ^^HiL^'-^a^"^^*^^ ^P^ 

make themselves troub- 
lesome to him. 

37. Voyage and First 

Winter. — After get- 

t i n g money on hard 

terms they started ' 

over from Plymouth, 

England, in the May- "^ 

^ ^ 1 fl Q J RELICS FROM THE MAYFLOWER: — JOHN ALDEN'S 

Jiozver and tne c^pcca.' bible, william clark's mug and wallet. 
well. On account of a etc. 




' The Pilgrims sailed in July, 1620, from Delftshaven, the Port of Leyden, 
Holland, in the Speedwell for Southampton, England, where the ^l/rtjyft^ii^fr awaited 
them. 



THE PILGRIMS AND PURITANS 



45 




A CHEST WHICH CAME OVER IN THE 
MAVF LOWER. 



leak the Spccdivcll was oblii^ccl to return, and the Mayflozvcr, 
with about one hundred people on board, sailed for Amer- 
ica. After a stormy voyage they anchored about the end of 
November, 1620, on the 
northern shore of Cape 
Cod. As this place was not 
suitable for a settlement, 
they sailed across the bay 
to a good harbor and made 
their final landing at Ply- 
mouth, December 21, 1620. 
The suffering during the 
first winter was severe, and 
before spring half their 
number were dead. But 

when spring came, they had no disposition to return to 
England. Weak as they were in numbers and possessions, 
they were strong in manly purpose and brave enough to 
face any danger that threatened their little settlement. 

38. The Covenant, Democracy, and 
the Church. — Before landing, they 
signed, in the cabin of the Mayflozvcr, 
a covenant in which they agreed to 
make and support such laws as should 
seem for the best interests of all. John 
\ Carver was chosen governor. The laws 
were made in town-meetings, in which 
every man could vote. The Pilgrims 
at Plymouth believed that the people 
should rule ; they planted democracy 
in their church and state. Some years 
later,* after population had 
increased, this pure de- 
mocracy was obliged to give place to representative gov- 
ernment. Governor Carver died during the first winter, 

' In 1630, there were only 300 settlers. By 1639 representative government 
became necessary, and in 1643 the population numbered 3,000. This increase was 
due to surrounding settlements which began to spring up about 1630. 




GOVERNOR carver's 
CHAIR. 



Pilgrim leaders. 



46 



HISTORY OF THE UNITED STATES 




and William liradford was chosen to succeed him. Elder 
Brewster was the minister and Captain Myles Standish was 
chosen military leader. These stout-hearted leaders well 

represented the character of the 
Plymouth settlers. 

39. Relations with the Ind- 
ians. — For a better defence 
against the Indians the Pilgrims 
orofanized their able-bodied men 
into small companies who took 
turns in guarding the settlement 
against surprises by the Indians. 
Fortunately for the Plymouth 
settlers, so many of the Indians 
of that region had recently died 
from a pestilence that the re- 
maining natives were not troub- 
lesome. Massasoit, chief of the 
Wampanoag Indians, visited Ply- 
mouth in the spring of 1621, 
and Governor Bradford made 
a treaty of peace with him 
that lasted fifty years.^ 
40. The Puritans and the Massachusetts Bay Colony 
(1628-1630). — Encouraged by the successes of the Pilgrims, 
many Puritans began to follow their example. In 1628, 
some of the leaders 
of the Puritan party 
in England, men of 
wealth and influence, 
formed a trading 
c o m p a n y. They 
bought of the Ply- 
mouth Company a standish's pot and platter. 

* Later the Narragansett chief, Canonicus, sent to Plymouth a rattlesnake skin 
containing a bundle of arrows ; Governor Bradford removed the arrows and, filling 
the skin with powder and shot, returned it to the Indians. This hint was 
sufficient. 



^tL^j Sfi 






THE riLCRIMS AND PURITANS 47 

tract of land along the Massachusetts coast, extending be- 
tween the Charles and Merrimac Rivers and to within 
three miles beyond each, and sent out men to occupy it. 
Endicott was their leader, and they settled at Salem. 

The following yeiir 
the same trading com- 
pany, with increased 
numbers, obtained a 
charter from the king, 

incorporating it as the standish's swoud. 

Governor and Com- 
pany of Massachusetts Bay. Very likel}- Charles I. was 
quite willing to be rid of these liberty-loving, unruly sub- 
jects. At any rate he granted them a charter which was 
very liberal in its terms. It allowed the freemen of the 
company to choose their own governor, his ^^ „ . 

^ ^ . , . '^^ Puritans se- 

deputy, and a council of eighteen assistants, cureaiiberai 
and to manage in every way their own affairs. '=''^'^*''- 
It did not restrict its holders in the place of meeting. Of 
course this was a distinct advantage to the promoters of 
the new enterprise. Accordingly, in 1629, when the king 
was ruling with a high hand and setting at naught the will 
of Parliament, by levying taxes himself and by throwing 
into prison those who refused to pay such illegal taxes, 
these Puritans decided upon the bold step of removing 
with their chartered rights to New England, where they 
might find a refuge from the tyranny of the king and build 
up a government according to their own ideas. 

In 1630, under the leadership of John Winthrop, about 
1,000 persons, with horses, cattle, and stores of various 
kinds, sailed for Massachusetts. This new colony, called 
the Massachusetts Bay Colony, made settle- The Puritan set- 
ments at Charlestown, Boston, Roxbury, and t'ements in 1630. 
Watertown. John Winthrop was made the first governor. 
Like the Plymouth colony they established a government 
democratic in form, but unlike the Plymouth colony they 
were men of wealth and culture. Some of them were rela- 
tives of the greatest men of the day. They were men of 



48 HISTORY OF THE UNTfED STATES 

wisdom and energy also, and might have made great names^ 
for themselves in England. It must have been a strong 
motive that led them to sacrifice so much. We shall see 
how tenaciously thej^ held to the rights which those sacri- 
fices had bought. 

^-^ ;^V^^^ 



i QiaytUi4^_A 





MYLES STANDISH'S BILL OF EXPENSES AFTER HLS VISIT TO THE INDIANS. 

41. The New England Township. — Unlike ordinary 
colonists, the Puritans came in larije communities with their 
plans of government fully matured. They were not Sepa- 
ratists in England as the Pilgrims had been, but the church 
they established in Massachusetts was independent and Con- 

' Stoughton, lieutenant-governor of Massachusetts (1692-1701), said, " God 
sifted a whole nation that hs might send choice grain over into this wilderness." 



THE PILGRIMS AND PURITANS 



49 



gregational. Ivich congregation formed a settlement, and 
each settlement constituted a township and parish whose 
boundaries were one and the same, and usually included an 
area of from forty to sixty square miles. Each parish had 
one church or meeting-house where all business, church or 
civil, was transacted.^ Later, the people erect- The meeting=house 
ed a separate building for their town meetings and the vniage. 

and called it a town-house 
or town-hall. The meet- 
ing-house and the town- 
house were the centres 
about which clustered the 
villages. In order to meet 
the more easily for wor- 
ship the settlers built their 
houses close together. Per- 
haps another reason was 
to secure a better defence 
airainst the Indians. 

42. Church and State. 
— The charter permitted 
all freemen to vote, but 
the Puritans came to New 
England to establish and 
preserve what was most 
' ' /p ^-^dear to them, their own 
^lj[X^ religious and political free- 
dom — in no sense religious 

toleration. When the first 
elections were held, therefore, it was enacted puritans aiiow 
that no one should be admitted a freeman and none but church 
so have a right to vote, who was not a mem- members to vote, 
ber of one of the churches of the colony. The union of 
church and state was thus complete. 

At first the freemen met with the governor, his deputy, 
and council of assistants, to make such laws as pertained to 

' As early as 1631 it was decided that none but church members should be ad- 
mitted as freemen. 





^\ tVm 



Lh^ 



7\ 



50 HISTORY OF THE UNITED STATES 

the general welfare of the several towns. Bnt after a time, 
when the towns and freemen had so multiplied that it be- 
came inconvenient for them all to meet, each town began 
to send representatives, or deputies, to the legislature or 
General Court (1634), just as each settlement or borough in 
Virginia sent representatives to the House of Burgesses, 

43. Massachusetts Gets Control of the Connecticut 
Valley (1633-1636). — Some time before the Massachusetts 
Bay Company had made settlements on the New England 
coast, the Dutch had become established in New York (then 
New Amsterdam) on the Hudson, where they were engaged 
in the fur trade with the Indians. Claiming the land as far 
east as the Connecticut River, they built a small fort at 
The Dutch at Hartford, in the interest of the fur trade. In 
Hartford. 1633, Massachusctts scnt up the Connecticut 
a vessel, which in spite of Dutch protests, sailed to Wind- 
sor, six miles above Hartford. There the Massachusetts 
men built a house for trading with the Indians. Two years 
later, John Winthrop, by building a fort called Saybrook 
at the mouth of the river, cut off the Dutch fort at Hartford 
from the support of New Amsterdam. The way was now 
open for Massachusetts to send settlers into the valley of 
the Connecticut. 

44. Massachusetts Settles the Connecticut Valley 
(1635-1636) — In 1635, 3,000 more settlers came from Eng- 
land to Massachusetts, where, some of them maintained, 
there was not enough good land for the many people now in 
that colony. The complaint of the lack of land came mainly 
from three of the eight Massachusetts towns. On hearing 
of the fertile soil of the Connecticut valley a great part of 
the people of these three towns decided to make settlements 
there. When they migrated to Connecticut they settled 
Settlement at the three towns of Hartford, Wethersfield, 
Hartford. and Windsor. The principal settlement was 
made at Hartford in June, 1636. Under the leadership of 
their minister, Thomas Hooker, one hundred men, women, 
and children came overland from Cambridge (then New- 
town) driving their cattle before them. It took them two 



THE PILC.RIIVIS AND PURITANS 



51 



weeks to make the toilsome journey through the woods to 
their new home. 

45. Thomas Hooker and Democracy. — There is not 
much doubt that the principal reason why these three towns 
wished to move to Connecticut was politicah Many peo- 
ple did not approve of the Puritan idea of allowing only 
church members to vote in Massa- 
chusetts. Nor did "they like to have 
the clergy take a controlling part in 
political life. Thomas Hooker, the 
minister at Cam- 
bridge, was the 




hooker's emigration to connkcticut. 

leader of this movement in favor of a more democratic sys- 
tem. John Winthrop and other Puritan leaders believed 
in government by only a part of the people. They did not 
believe that all the people were wise enough to govern 
well. But Thomas Hooker, like Abraham Lincoln, believed 
in government "of the peoi)le, by the people, and for the 
people." 

46. The Connecticut Constitution (1O39).— In 1639, the 



52 HISTORY OF THE UNITED STATES 

three towns of Hartford, Wethersficld, and Windsor united 
under one government. The constitution which they 
adopted was the first written constitution in all history 
upon which a government was built up. Another interest- 
ing fact about this constitution is that in it no mention was 
made either of the king or of the English company i hold- 
Qovernment by ing a patent of the land. This constitution 
the people. -^y^g made by the people, in the interests of the 

people, and showed that Thomas Hooker and his followers 
had faith in the ability of the people to manage their own 
affairs.^ In the Connecticut colony all freemen, whether 
church members or not, could vote. 

The New Haven colony was founded in 1638, by a 
small body of men under the leadership of John Daven- 
New Haven col- port and Thcophilus Eaton. They based 
*'"y- their laws strictly upon the Bible, and like the 

Massachusetts Bay colonists, allowed none but church 
members to vote. 

After the Restoration, Connecticut, in order to confirm 
her rights, thought it best to secure, if possible, a charter 
from the king. Governor Winthrop was sent to England, 
and by his tact and pleasing address, succeeded in obtain- 
The Connecticut i"§" ^ charter (1662) for the territory which 
Charter. included Hartford, New Haven, and all the 

other settlements^ that had been made in what is now Con- 
necticut. This charter was so liberal and satisfied the peo- 
ple so well that it afterward became the State Constitution 
and remained in force till 1818. 

47„ Religious Intolerance in Massachusetts Leads to 
the Settlement of Rhode Island (1636). — We must remem- 
ber that the Puritans did not come to New England to estab- 
lish religious freedom, but to form a state where they should 

' In 1630 the Council for New England granted the patent to the Earl of War- 
wick. In 1631 he assigned it to Lord Say-andSele and others. 

'■' Alexander Johnston says : "It is on the banks of the Connecticut, under the 
mighty preaching of Thomas Hooker, and in the constitution to which he gave life 
if not form, that we draw the first breath of that atmosphere which is now so famil- 
iar to us. The birthplace of American democracy is Hartford " 

■* Saybrook was purchased by the Connecticut colony in 1644. 



4^ 



^ 



ft 2 

O '^ 2 




kCvf 



54 



HISTORY OF THE UNTIED STATES 



have freedom for their own religion. They thought their own 
safety, certainly their own welfare, depended upon having 
none but members of the church take any part in govern- 
ment. But while none but church members could vote, all 
were obliged to pay taxes for the support of the church and 
Roger Williams wcrc Compelled to attend its services. Roger 
and his views. WilHams, a young man of pure spirit and 
strong conviction, who had become pastor of a church at 
Salem (1633), declared this system to be wrong. He as- 
serted that no man 
^^^^- should be obliged 

to pay taxes to sup- 
port any church, 
nor should he be 
punished by the 
magistrates for not 
attending c h u r c h 
services. His belief 
was that every man 
should settle all such 
matters with his 
conscience and his 
God. Williams 
stirred up the Puri- 
tans by declaring, 
also, that they had 
no just claim to the 
land they lived on. The land was theirs because the king 
had granted it to the Massachusetts Bay Company. But the 
land, Williams said, had never become the king's property ; 
it belonged to the Indians ; and the king, therefore, could 
not grant to anybody what was not his own. 

This strange way of looking at the authority of the 
magistrates and at property rights alarmed the Puritans, 
especially as the English government was already none too 
friendly. They very much feared that the English king, 
hearing of the disturbance which these new teachings had 
caused in the colon}^ would hasten to take away the 




M 


^ 


hi 



FIRST CHURCH AT SALEM. 



THE PILGRIMS AND PURITANS 



5^ 



charter. Hence they looked upon Roger Williams as a 
dangerous person and drove him out of the colony.' He 
went to Rhode Island and made a settlement p^^^^ wiiiiams 
at Providence (1636). Rhode Island became driven out of 
a refuge for all who were seeking for a place ^^^^^'^^'"setts. 
to worship freely in accordance with their chosen faith. 




A SETTLER BUILDING HIMSELE A HOUSE AT PROVIDENCE. 

Another disturber of the public peace was Mrs. Anne 
Hutchinson, a bright woman who had recently come from 

' As soon as Roger Williams learned that the Puritan magistrates had decided 
to send him back to England, he made his escape in midwinter to the wilderness. 
Here he wandered about for fourteen weeks, through deep snows, sometimes sleep- 
ing in hollow trees at night, and sometimes getting food from the Indians. Early 
in the following summer, with five friends from Salem, he crossed the Narragansett 
Bay in search of a new home. Canonicus, chief of the Narragansetts, gave him a 
tract of land where he made a settlement, calling it Providence, in token of God's 
care for him durinir his time of trouble. 



56 



HISTORY OF THE UNITED STATES 




\i)mlf)c t^qm»ott\agCpaO to fo'ly «mCn ttHrtct of lf;g 9ai6c y2j l-l<^ 
Hvnc» orOouMi ana £>vC\jtT oi} mt)tt inynct ani BlvniratCa vteciou^ 






FACSIMILE OF OPENING LINES 



England. She gave religious lectures which were opposed 
in their doctrines to those of the regular clergy, and caused 
great excitement. Although some of the leading men were 
included among her followers she was banished from the 
colony. 

48. The New England Confederacy (1643). — The 
Dutch, angry at the loss of their fur trade in the Connecti- 
cut valley, had twice tried to drive the English away. The 
French in Canada were trying to push their claims to the 
Enemies of the south, and the Indians, either as allies of the 
New England coi= French or the Dutch or on their own ac- 
*'"'^*' count, threatened on all sides. Connecticut, 

therefore, proposed to Massachusetts a union of the New 
England colonies for mutual defence. In 1643, articles 
were agreed upon at Boston by representatives from Mas- 
sachusetts, Plymouth, Connecticut and New Haven, uniting 
the colonies in a confederation for "mutual safety and 
welfare." 

This confederacy was important because it taught the 
colonies how to unite, and made stronger their feeling of 
independence. It prepared the way for the Albany Con- 
gress, the Continental Congress, and the union of the States 
in 1789. 



THE PILGRIMS AND PURI lANS 



57 




ijCymo ut^ ^nWcnCountycf O«von Tex t^ f pCan(n\a tjuii< ovjttma an> flovtiiutttt of y^tuig - - 



<ifv CotuuN? inrCufvvjcCy 



" ^y^vCtcl Orounte\> 6 



iforly ii(ytt6 of tie 



-Kj l^of 



felOIWi C-JuQc^>^^> o n b oil nub <ir»fiufti OlficrX 

vpia. \ftt ina»ni; anto^j n)ilC)u\ t^c J^Can6i3 a■\^ Sxq* 
twtt lnlfntn^ anb meant WlX .<^^au■^^<0 \AJ<v-« » 












t^KxC.ita li'y a«v oH}ii 



Kb by QUI «aib tiau ffatt)Ci to be ylgoKbby - 



OF THE MASSAClirSETTS CHARTER. 



49. The Quakers in New England. — In 1656, the Massa- 
chusetts colonists were greatly alarmed to learn of the 
arrival of two Quakers. These persons were at once 
thrown into prison until the ship in which they had come 
should sail, and boards were nailed or. their prison windows 
to prevent them from communicating with people outside. 
But in spite of this harsh treatment the Quak- punishment of the 
ers continued to come. Fined, imprisoned, Quakers, 
whipped without mercy, mutilated, and driven from the 
colony on penalty of death, they still persevered. Not un- 
til four of them were hanged did a reaction in their favor 
set in. 

We are led to ask why the Quakers persisted in coming 
to Massachusetts in the face of such deadlv opposition, 
and why the Puritans were so horrified to have them in 
the colony. The first question is quicklv answered. The 
Quakers were zealous to make converts and were more 
than willing to suffer for their teachings. In answering the 
second it ma}' be said that the Quakers held Peculiar ideas of 
in small esteem both the political and religious the Quakers, 
system of the Puritans. The ideal of the Quakers was a 
separation of church and state. They were guided by 



58 



HISTORY OF THE UNITED STATES 



what they called the " inner light," or conscience. This 
was to them a supreme authority to be obeyed in spite of 
law or punishment. As they did not approve the Puritan 
system, they refused to take the oath of allegiance, to pay 
taxes, or do military service. 

To the Puritans the success of Quakerism meant the 
«,,- .t. n •* overthrow of Puritanism. The Puritans said, 

Why the Puritans ' 

persecuted the " We havc comc ovcr to Ncw England to es- 
Quakers. tabUsh a church and state after our own ideal. 

If the Quakers and others do not like our system let them 
go elsewhere, as we did when we left England." 

50. Trouble with England and Loss of the Massa- 
chusetts Charter (1684). — During the first thirty years of 

its existence, Massachu- 
setts, left pretty much 
alone by England, had 
, . . . ... improved 

Independent atti= ir 

tude of jviassa- her oppor- 
chusetts. tunities to 

build up a strong and 
independent government. 
The stormy reign of 
Charles I. had not per- 
mitted any oversight on 
the part of England. The 
commonwealth w hich 
succeeded (see par. 35), 
being Puritan in its sym- 
pathies, allowed the col- 
ony to follow its own 
course. But the condi- 
tions which had favored 
her growth thus far were 
giving way. After the Restoration (1660), it was not to 
be expected that Charles II. would overlook the grow- 
ing importance and independent attitude of the Massa- 
chusetts colony. That would be too much to expect of any 
king, especially of a Stuart king. Moreover, Massachu- 




SIR EDMUND ANDROS. 



THE PILGRIMS AND PURITANS 



59 



setts had used licr power in such a way as to make many 
enemies. Her custom of excluding from tlie colony people 
like Roger Williams and Anne Hutchinson, Enemies of Massa- 
whose religious views differed from her own, chusetts. 
had driven some men of influence back to England. Others 
who were not members of the Congregational Church had 

of their own accord re- 

turned to England, because 
in Massachusetts they could 
have no voice in the gov- 
ernment. As a result, these 
men cherished only ill-will 
toward the colony which 
had caused them so much 
trouble. 

All these aggrieved per- 
sons found means of carry- 
ing into the king's court 
mischievous reports of the 
doings of the colony. For 
instance, it was rumored 
that Massachusetts had 
raised mone}^ without the 
king's sanction, and had giv- 
en a hearty welcome to two 
of the judges who had sen- 
tenced Charles I. to death, and who after \vard had escaped 
to Massachusetts. Furthermore, it was said that Massachu- 
setts had broken the Navigation Laws which complaints 
forbade the colonies to receive foreign vessels against Massa- 

, . 1 • 1 j_ chusetts. 

mto their ports or to trade with any except 
English ports or ports belonging to England. This politi- 
cal sin was especially grievous to English merchants, and 
robbed the king of his revenue. 

The time had therefore arrived for England to find 
means of humbling her ambitious colonists. But it was not 
until after a long struggle that the charter was finally an- 
nulled in 1684. The Government and Company of Massa- 
chusetts then passed out of existence. 




PROVINCE RILED OVER 
BY SIR EDMIXD ANDROS, ICSS. 
50 100 200 300 

Sc=le of Mile3. 



Co 



HISTORY OF THE UNITED STATES 



51. Andros the Stuart Governor in New England 
(1686-1689). — Chailes II. died and James II. succeeded him. 
In 1686 he appointed Sir Edmund Andros g-overnor of all 
New England and, later, of New York and New Jersey 




CHARTER OAK. 



also. Andros truly represented the despotic will of his 

royal master. He was especially tyrannical in Massachu- 

, . setts, because this colony had taken such an 

Tyranny of An= .-^ ^ 

dros in Massa- independent attitude toward England. He 
chusetts. ^^ once declared that inasmuch as the colo- 

nists had lost their charter they could no longer lay any 
legal claim to their lands. They could hold them only by 
paying money as a quit-rent to the king. The privilege of 
making their own laws and levying their own taxes in town 
meetings and General Court^ was also taken awa}- . Andros 

' General Court was the name for the colonial legislature. The term is still 
applied to the Massachusetts legislature. 



THE PILGRIMS AND PURITANS 6l 

and a council of his own clioosing' now made tlie laws and 
levied the taxes. The colonists rebelled, but the king- stood 
back of the governor, and resistance was useless. Freedom 
of the press was no longer allowed, and men were illegally 
thrown into [)rison. Indeed the condition of the people 
was little short of slavery. 

In 1687 Andros went to Hartford to secure the Connect- 
icut charter. The conference was so long and heated that 
it continued till dark, when suddenl}' the candles were blown 
out and, as the traditional story goes, the Andros faits to se= 
charter w^as snatched from the table and hid- cure the Connect!- 
den in an oak-tree' afterward historic as the 
" Charter Oak." But the colonists were obliged to give 
up their charter government and to acknowledge Andros 
as governor. 

Andros, however, pressed his tyranny too far. As soon 
as the people heard that King James II. was driven from 
the throne of England, they seized Andros, threw him into 
prison, and later sent him back to England. Andros in 
Massachusetts, and Berkeley in Virginia, were both warmly 
hated and bitterly remembered. 

52. Industries and Trade in New England. — As we 
have seen, soil and climate favored the growth of tobacco 
on large plantations in Virginia, where life was rural. This 
was not true in New England. There the soil was rocky, 
and the climate was too cold for the growth of tobacco. 
The people lived mostly in towns, usually not far from the 
coast. Near the towns were the farms of those who tilled 
the soil. 

In Virginia, the many sluggish rivers made it easy for 
vessels to reach the wharves of the plantations. In hilly 
New England the swift-running streams were not so navi- 
gable, but were useful foi" turning the wheels of mills and 
factories. Naturall}', manufacturing on a small scale began 

' In 1856, the noble old tree, which stood in what is now Charter Oak Place, 
llartford, was blown down. A marble tablet marks the spot. 

' It is only fair to say that Andros was personally a far more honorable man 
than Berkeley. 



62 



HISTORY OF THE UNITED STATES 



early in New England. In addition to saw-mills and weav- 
ing-mills, the New Englanders had factories for making 
salt, gunpowder, and glass-ware. Good fishing off the coast 
led to a considerable export trade in dried fish. The ex- 
tensive forests furnished lumber for ship-building and com- 
merce. At an early day New England started the ship- 
building industry, for which, in later New England history, 
the people became famous. 




COD-FISHING. 



TO THE PUPIL 

1. In what ways were the Stuart kings tyrannical ? Name two or three 

results of their struggles with the people of England. 

2. Who were the Puritans ? the Pilgrims ? Why did the Pilgrims wish 

to emigrate to America? 

3. Explain how the settlers at Plymouth first made their laws. What 

were their relations with the Indians ? 

4. State the leading provisions of the charter which the Puritans ob- 

tained from the king. What was the township ? Why would the 
Puritans allow none but church members to vote ? What form of 
government did they have ? 



THE PILGRIMS AND PURITANS 63 

5. Name points of difference between the Pilgrims and the Puritans. 

Which do you like the better, the Pilgrims or the Puritans? Give 
your reasons. 

6. How did the Massachusetts people get control of the Connecticut 

valley? How did Thomas Hooker and John Winthrop differ in their 
ideas of government ? Tell all you can about the Connecticut Con- 
stitution. 

7. Why did the Puritans send Roger Williams out of their colony ? 

Subject for debate : Resolved that the Puritans were right in their 
treatment of Roger Williams. 

8. What were the causes and results of the New England Confeder- 

acy? Do you think that if you had been a Puritan you would have 
joined in persecuting the Quakers ? Give your reasons, 

9. What enemies did Massachusetts make ? What complaints did they 

raise against the colony ? Compare the rule of Andros in Massa- 
chusetts with that of Berkeley in Virginia. In what respects were 
these governors like the Stuart kings ? 

10. How did the life and occupations of the people in Virginia differ from 
those of the people in Massachusetts ? 

11. Read Austin's Standish of Standish and Longfellow's Courtship of 
Miles Standish. 



NOTES 

New Hampshire (1623). — Two years after the Pilgrims landed; the 
Council of Plymouth granted to Sir Ferdinando Gorges and Captain John 
Mason the territory between the Merrimac and the Kennebec Rivers. In 
1623, fishing stations were begun at Dover and Portsmouth. Later,' 
Mason and Gorges divided the territory between them. Mason took the 
part west of the Piscataqua, which he named New Hampshire after his 
own county of Hampshire in England : Gorges took the part east of the 
same river, naming it Maine. The proprietors left the early settlers to do 
pretty much as they liked. Massachusetts claimed all the territory, but 
to make certain her claim bought out the heirs of Gorges (1677) for $6,000. 
Maine continued as a part of Massachusetts till 1820. New Hampshire re- 
mained for a long time under the protection of Massachusetts. After sev- 
ering connection with Massachusetts three times, New Hampshire became 
a separate royal colony in 1741, and so continued until the Revolution. 



CHAPTER VI 

THE DUTCH IN NEW YORK AND THE QUAKERS IN PENN- 
SYLVANIA (1609- I 689) 

REFERENCES : Scribner's Popular History of the United States, II. and III. ; 
Wright's Children's Stories in American History ; Drake's Making- of Virginia 
and the Middle Colonies; Richardson's History of Our Country; Morris's Half 
Hours with American History ; Andrews's United Slates, I. 

OUTSIDE READINGS : Fisher's Colonial Era ; Doyle's English Colonies ; 
Lodge's Short History of the English Colonies in America ; Thwaites's The Col- 
onies; Bancroft's United States, I. ; Winsor's Narrative and Critical History, III. 

FICTION: irving's Knickerbocker's History of New York. 

53. Henry Hudson Seeks the Northwest Passage 
(1609). In 1609, Ileni'y Hudson, an English navigator, was 
employed by the Dutch East India Company to sail in 
search of a short northwest passage to India. Holland was 
then one of the greatest commercial countries in the world, 
and, like the other great European powers, desired to find a 
shorter route for the trade that was making her people rich, 
Hudson crossed the Atlantic, and with a crew of twenty 
men, in the Half-Moon, sailed up the river which now bears 
his name. He held the familiar belief of his time, that the 
East Indies could be reached by a short water-route through 
North America, which was supposed to be a narrow conti- 
nent. But after sailing as far as the present site of Albany, 
he could go no farther, and gave up his plan of finding the 
East Indies by that route. Although he did not find a short 
passage to the Pacific, he discovered the Hudson River, 
which was a great water-way for the Dutch fur traders 
coming later. He also won the good-will of the Indians. 

64 



THE DUTCH IN NEW YORK 



65 



Ft was worth much to the Dutch that Hudson came to the 
Indians as a friend. The same year Champlain, a French 
explorer and trader, made deadly enemies of Hudson wins the 
these same Indians, the Iroquois, who ijave eood-wiu ot the 

' _ 1 ' f> Indians for the 

him great trouble, and hindered the French Dutch. 

in their work of exploration and colo- 
nization. 

54. Dutch Claims to New Neth- 
erland.^ — During the next few years 
Dutch traders continued to visit the 




•IIIK LIMIT OF HllDSUN S VOYAGE. 



region of the Hudson, and in 1615 the Dutch States-Gen- 
eral gave a charter to a company of merchants. In this 
charter the new coun,try was named New Netherland. A 
small trading-house was erected on the present site of 
Albany, and a similar one was built on Manhattan Island, 
at the mouth of the river. 

Real colonizing did not begin until 1623, when the 
West India Company, which had been chartered two years 
before for purposes of settlement and trade, began to 
send out coh^iists. Some of these settled on the Delaware, 
or South River, some on the Hudson, or North River, some 
on Long Island, and a few remained on Manhattan Island. 



66 



HISTORY OF THE UNITED STATES 



The Dutch built Fort Orange, where Albany now stands. 
In 1626, Peter Minuit, governor of New Netherland, found- 
Dutch settlements ^d New Amsterdam (now New York City) on 
and forts. Manhattan Island, which he bought from the 

Indians for trinkets worth twenty-four dollars. These early 
colonies opened a successful trade with the Indians, with 
whom they kept on good terms, but they did not cultivate 
the soil, and, therefore, their settlements did not thrive. 



■i!' . Ictry-t -meuva ^y^m/iercUi'nv et) tlirjianltatans . ct<J)^^'~^'7y?z3Jy^i'iw 




THE EARLIEST PICTURE OF NEW AMSTERDAM. 



55. The Patroons. — To encourage emigration the 
States-General of Holland granted to the company a new 
charter by which the patroon system was established. This 
system permitted any member of the Dutch West India 
Company who would, within four years, bring into the col- 
ony fifty settlers, to own a landed estate with a water front 
of sixteen miles, if on but one side of the Hudson, or of 
eight miles if on both sides. This great land-owner or 
Power and duties patroou might cxtcud his cstatc inland as far 
of the patroons. as he thought dcsirablc. In all cases the land 
was to be fairly bought of the Indians. These patroons 
exercised almost absolute power over their tenants. In fact 
the patroons resembled feudal lords, and the tenants resem- 



THE DUTCH IN NEW YORK 



67 



bled the vassals of feudal times. It should be noted that 
the patroons were each required to support a minister and 
a school teacher, in order that religious education should 
not suffer. This wise provision indicated the sturdy, whole- 
some character of the Dutch people. 

56. The Dutch Win the Friendship of the Iroquois 
Indians and thus Secure an Extensive Fur Trade. — By 




SELLING ARMS TO THE IXDL'VNS. 



treating the Iroquois justly, the Dutch won the warm 
friendship of these powerful Indians, who engaged in an 
extensive fur trade with them. By honest dealing, the 
Dutch fur-traders avoided costly Indian wars, and easily 
secured all the furs coming through the hands of the Iro- 
quois from numerous tribes around the Great Lakes and 
between the Ohio and the Mississippi. The Results of the 
results of this friendship were important: (i) IrLX's'Ur* ISe 
Dutch commerce was enriched ; (2) the Iro- Dutch. 
quois received for their furs the fire-arms which ena- 
bled them all the more successfully to prevent the French 



68 HISTORY OF THE UNITED STATES 

from getting possession of New York; (3) unwittingly, the 
Dutch were doing the English a great favor, for after 
New Netherland passed into the hands of England, the 
Dutch remained along the Hudson as before, and helped 
to maintain the fur trade with the Iroquois, much to the 
advantage of England. 

57. New^ Netherland Under Dutch Governors^ (1623- 
1664). — There was less political freedom in New Netherland 

than in New England. The people could not 

The government. i i • , i i • 

make their own laws nor levy their own taxes. 
The town meeting, which was such a characteristic feature 
of New England life, had no existence here. Religious free 
dom was all that the most liberal could desire. As Holland 
welcomed the Pilgrims when driven by persecution from 
England, the Dutch in New Netherland welcomed the vic- 
tims of Puritan intolerance in New England. People from 
The mixed popu= '^1^ p^i'ts of Europc wcrc attracted to New 
lation. Netherland, and a very mixed population was 

the result. It was said that in 1643 eighteen languages 
were spoken in New Amsterdam. In such a mixed com- 
munity there could not be the same intense loyalty to the 
ruling power as if all the people had been of one nation. 

58. New Netherland Becomes New York (1664). — The 
Dutch were now, as the Spaniards had been the century be- 
why England forc, the great naval and commercial rivals of 
wished to get £j i^^i^^} U was uatural that England should 

control of New » o 

Netherland. be jcalous of Dutch trade. The Dutch held 

the best harbor on the Atlantic coast, and the best highway 
to the Indian fur trade in the interior. No other river 
equalled the Hudson in this respect; its advantages were 
superb. Moreover, the Dutch colonies separated the Eng- 
lish colonies north and south, and England, not foreseeing 
that the union of the English colonies could prove disas- 
trous to the mother country, conceived the idea that the 
intrusion of the Dutch was a great obstacle to their growth. 

' New Netherland had four Dutch governors : Peter Minuit, Walter von Twil- 
jer, William Kieft, and Peter Stuyvesant. Stuyvesant was the only governor worthy 
of the name. With great reluctance did he yield to the English. 



THE DUTCH IN NEW YORK 69 

Therefore, after allowing' the Dutcli to remain fifty years 
in the territory they had settled, Eni^land suddenly brought 
forward her claim to the land by the discovery of the Cab- 
ots. Accordingly, in 1664, while Holland and England were 
at peace, Charles II. sent over a fleet to attack the Dutch 
colon}^ at New Amsterdam.^ Governor Stuyvesant made 
frantic appeals to the people to assist in warding off the at- 
tack, but the Dutch were outnumbered,- and The Dutch yield 
resistance was useless. Without a blow New to the English. 
Amsterdam fell into the hands of the English, and with it 
the whole of New Netherland. Charles II. gave the newly 
conquered territory to his brother, the Duke of York, and 
changed the name of both the colony and its capital to New 
York. 

Dutch colonization, like Spanish, failed, and for a simi- 
lar reason. The Spaniards were allured by gold, the 
Dutch by trade. They both lacked the colo- why the Dutch 
nizing instinct which puts home-making be- *a''ed. 
fore wealth-getting. Though the Dutch failed as a nation 
in colonizing America, their influence was indelibly im- 
pressed for good on the part of the country which they 
settled. 

59. New York Under English Governors. — New York 
prospered under English rule, but the people there were 
disappointed because they were not given as much political 
freedom as the English colonists enjoyed in New England. 
The feeling became so strong that in 1683 they wei-e al- 
lowed an assembly elected by the freeholders, which could 
meet with the governor and council to make laws and levy 
taxes. 

In 1686, however, the Duke of York, having become 
king, took away this representative government, and two 
years later annexed New York to New England, under the 

' Connecticut readily came forwartl to assist in defeating her old enemy in the 
Connecticut valley and on Long Island, where English settlers had come into colli- 
sion with the Dutch. 

■■' At this time the population of New Amsterdam was about fifteen hundred, and 
of New Netherland about seven thousand. 



70 



HISTORY OF THE UNITED STATES 



rule of Andros.^ The later English governors were so ex- 
asperating and tyrannical, that a people's party arose in 
Leisier leads an the colony. When, in 1689, news came that 
uprising of the j^^^^^^^ jj j^.^^ ^^^^^ driven from the throne, 

people against ^ _ _ ' 

Andres. the people of New York, like their New 

England neighbors, put aside the king's government and 
established one of their own. Their party was headed by 




leisler's house. 

Jacob Leisier, an energetic tradesman without education or 
political experience. He made many mistakes and aroused 
the opposition of his own party, but he managed to hold 
office for three years. The people finally appealed to the 
king (William III.), who sent over in 1691 a new governor. 
Leisier w^as tried for treason and hanged. With the new 
governor, the assembly w^as restored, and from this time 
the colony was governed in a constitutional way. 

1 Andros, while governor of New England, New York, and New Jersey (1686- 
1689), remained in New England. Nicholson represented him in New York as lieu- 
tenant-governor. 



THE QUAKERS IN PENNSYLVANIA 



71 



60. The Quakers in England. — The direct cause for 
the settlement of Pennsylvania was the bitter persecution 
of the Quakers in England.^ They had no respect for 
forms and ceremonies ; they were extreme dissenters from 
the Established Church, and did not believe in paying 
taxes for its support ; they would use no titles of honor to 
any man, not even the king ; they counted it a sin to take 
oath even in a court of justice, or to pay taxes for war. 

61. William Penn and the Quakers Settle Pennsyl- 
vania(i68i). — William Penn 
was the most illustrious con- 
vert of the Quakers in the 
seventeenth century. He 
was a young man of wealth, 
education, culture, and po- 
litical promise. His father, 
Admiral Penn, had been 
active in bringing about the 
restoration of the Stuarts, 
and was therefore held in 
high esteem by King Charles 
n. and his court. Penn 
early cherished an idea of 
founding a settlement for 
the Quakers in America. 
He had taken a leading 

interest in a colony in West Jersev, where many Quakers 
had found a refuge.- The colony was not altogether satis- 
factory, and he was led to obtain a grant of land from the 
king, in payment of a claim of $80,000 which he had inher- 
ited from his father. 

The king, always short of money, w^as glad to discharge 
his debt in this wav. He granted Penn a large tract of 
land west of the Delaware River (1681), and named it Penn- 
sylvania in honor of his friend, the admiral. Penn was 
made proprietor of the new colony, and by the terms of 

' At one time there were 4,000 Quakers in English prisons. 

* Some of the New England Quakers came here and many came from England. 




WILLIAM PENN. 



72 



HISTORY OF THE UNITED STATES 



the charter, which was drawn by his own hand, the pro- 
prietor, with the consent of the freemen, was to make all 
Penn becomes pro. neccssarj laws. Having obtained the char- 
prietor of Penn- tcr, Pcnn offcrcd land on liberal terms, and 
syivania. promised the settlers a popular government, 

with justice to all regardless of religious belief. The peo- 
ple of his faith throughout England responded with such 

enthusiasm that he 
sent out a large col- 
on }-. 

62. The Quakers 
Live in Peace with 
the Indians. — Will- 
iam Penn came to 
America in 1682, and 
in the following year 
he laid out the city 
of Philadelphia on a 
tract of land lying 
between the Dela- 
ware and Schuylkill 
Rivers. Under the 
spreading branches 
of an elm -tree ^ he 
made a treaty- of 
peace with the Ind- 
ians. By this treaty 
he paid them fair- 
ly for the land and 
made them presents. 
So honest were the Quaker colonists of Pennsylvania in 

1 This tree was blown down in iSio. A monument marks tlie spot wliere it 
stood. 

^ Penn said to the Indians : " The friendship between you and me I will not 
compare to a chain, for that might rust, or the falling tree might break. We are 
the same as if one man's body were to be divided into two parts. We are all one 
flesh and blood." When the Indians handed to Penn the wampum .belt of peace, 
they said : " We will live in love and peace with William Penn as long as the sun 
and the moon shall endure." 




THE QUAKERS IN PENNSYLVANIA 73 

all their dealing's with the natives that for a long- time the 
highest compliment an Indian could pay a white man was 
to liken him to Penn. They kept their treaty with him for 
sixty years. 

63, Penn's Liberal Government. — The government was 
very liberal. The proprietor named the governor, but the 
people chose the members of the council and the assembly. 
Every tax-payer and freeholder was to have the right to 
vote. The first laws reflect the benevolence of Penn and 
his people. These laws provided that the Indians should 
be treated kindly ; that each child should be taught a trade ; 
that criminals in prison should be kept busy with some 
kind of work ; and that all public officers should be pro- 
fessing Christians. 

64, Growth of Pennsylvania. — In spite of internal feuds, 
some slight and others serious, the colony continued to pros- 
per. The climate was good, the soil was fertile, and rivers 
offered easy communication. These natural advantages, 
together with the liberal spirit, the good laws, and the 
peaceful relations with the Indians, caused the settlement 
to grow rapidly.^ Colonists were not afraid to come where 
others had opened the way. Besides English Mixed character of 
and Swedes, there were many from Wales, the population. 
Holland, and Germany. Industries were built up, and 
wealth increased with population. Thus Penn's " Holy Ex- 
periment" proved to be successful, and Pennsylvania took 
her place among the foremost of the original colonies.^ 

' In three years Philadelphia had gained more in population than New York 
had in a half century. Toward the close of the century Philadelphia was a " noble 
and beautiful " city, as a history of that time describes it, containing two thousand 
houses, most of them " stately," built of brick. 

^ Although Penn's colony prospered, it caused him much anxiety and the loss of 
a large fortune. 



74 HISTORY OF THE UNITED STATES 



TO THE PUPIL 

1. Describe Hudson's attempt to find the Northwest passage to India. 

What advantage did he gain for the Dutch by winning the good- 
will of the Iroquois Indians ? How^ did Champlain make these same 
Indians deadly enemies of the French ? In what way did the friend- 
ship of these Indians to the Dutch aid the English later ? Note the 
importance of the fur trade. 

2. Bear in mind the mixed population in New^ York and in Pennsylvania, 

for you can use this knowledge to a good purpose w^hen you study 
the Revolution. 

3. Why did England wish to secure New Netherland ? What does the 

series of years, 1609-1664, cover in the history of New Netherland ? 
Why did Dutch colonization fail ? 

4. What was the condition of New York under the English governors ? 

What led to a popular uprising under the leadership of Leisler ? 

5. Find interesting facts about the following : The Quakers, William 

Penn, his charter, his liberal ideas of government in the new colony, 
and his relations with the Indians. Write five minutes on one of 
these. 

6. You began with 1492 : you have now reached 1689, about two cen- 

turies later. Learn these dates thoroughly : 1492,1588,1689. 1492- 
1897 • observe that 1689 is almost half-v(^ay between the two. How 
many of the thirteen original colonies had been settled before 1689? 
Make out a chart with the following facts in separate columns : 
Name of colony, when settled, where settled, by whom settled. 

7. You have seen how the Spanish, the English, and the Dutch tried to 

establish colonies. In the " Notes " you will find an account of 
similar attempts made by the Swedes. 

8. It would be a good plan for you to make out a chronological chart, 

beginning with 1492 and ending with 1689, including dates of princi- 
pal events in three parallel lines, one for the Spanish, one for the 
English, and one for the Dutch. 



NOTES 

New Jersey ('1618). — As New Jersey was at first included in New 
Netherland, the Dutch erected, ns early as 1618, a small fort at Bergen, 
on the west bank of the Hudson River. When, in 1664, New Netherland 
passed into the hands of the English, the Duke of York sold the land be- 
tween the Hudson River and the Delaware to his friends, Lord Berkeley 
and Sir George Carteret. He named the province New Jersey, after the 
island of Jersey, which Carteret had bravely defended for the king's father. 



THE QUAKERS IN PENNSYLVANIA 75 

Charles I., during the Civil War in England. The first permanent English 
settlement was made at Elizabcthtown in 1665. As the people were 
allowed freedom of worship and a part in making the laws, a good class of 
settlers was attracted to New Jersey. The Indians were so kindly treated 
that they gave no trouble. 

In 1674, the province was divided into East and West Jersey, for many 
years known as " The Jerseys." By 1682 both the Jerseys had been sold 
to a number of Quakers, among whom was William Penn. There were 
now so many proprietors that much confusion over land titles resulted. 
The proprietors therefore sold in 1702 all their claims to the English 
Crown. From that time the Jerseys were known as New Jersey and were 
united to New York. New Jersey and New York now had the same gov- 
ernor, but each province had its own assembly. In 1738, New Jersey was 
made a royal province, which it continued to be until the Revolution. 
Benjamin Franklin's son was the last royal governor. 

Delaware (1638). — In 1638, a number of Swedes and Finlanders landed 
near the present site of Wilmington, Delaware, and built a fort which they 
called Christina, in honor of their queen. Later, the Swedes made 
settlements along the Delaware River as far as the site of Philadelphia. 
Their colony they called New Sweden. But the Dutch claimed all this 
region as a part of New Netherland, and in 1655 they sailed up the Del- 
aware, captured all the Swedish forts, and made New Sweden a part of 
New Netherland. 

When, in 1664, the English took New Netherland from the Dutch, 
Delaware became an English possession. In 1682, William Penn, wishing 
to secure a free outlet to the ocean, bought from the Duke of York this 
territory, then known as the "three lower counties on the Delaware." 
Delaware then became a part of Pennsylvania. In 1703 the people of 
Delaware were allowed a separate assembly ; but they had the same gov- 
ernor as Pennsylvania until the Revolution. 



CHAPTER VII 

LIFE AMONG THE INDIANS 

REFERENCES: Scribner's Popular History of the United States, I., II., III.; 
Drake's Making of New England ; Drake's Making of the Great West ; Wright's 
Children's Stories in American History ; Morris's Half Hours with American His- 
tory, I. ; Richardson's History of Our Country. 

OUTSIDE READINGS : Catlin's North American Indians ; Chapin's Land of 
the Cliff Dwellers; Fiske's Discovery of America; Ellis's Red Man and White 
Man; Drake's Indian History for Young Folks; Parkman's Conspiracy of 
Pontiac. 

POETRY : Longfellow's Hiawatha. 

65. The People Columbus Found in America. — When 
Columbus came to America he found a people very differ- 
ent from the Spaniards or other Europeans. As he believed 
he had reached the Indies he called these people Indians. 
They were alike in having high cheek-bones, black eyes, 
coarse black hair, and beardless faces. But with respect to 
their size, dress, houses, and manner of life there was as 
much difference as there was among people living in 
various countries of Europe. 

66. Division into Families of the Indians East of the 
Mississippi. — ^The Indians whom the French and English 
found living East of the Mississippi were divided into three 
great families. First, there were the Southern or Maskoki 
Indians, who were spread over the country extending from 
the Tennessee River to the Gulf of Mexico and from the 
Mississippi to the Atlantic. The most important tribes 
were the Chickasaws, Choctaws, Cherokees, Creeks, and 
Seminoles. Secondly, there were the Iroquois Indians, 

76 



LIFE AMONG THE INDIANS 



17 



who included the Five Nations^ 
in Central New York, the Tus- 
caroras in North Carolina, the 
Hurons north of Lake Erie, and 
the Eries south of it. Thirdly, 
all the other tribes spreading 
northward from the Tennessee 
and eastward from the Missis- 
sippi were Algonquins. 

67. Character. — The Indian 
was a true child of the forest. 
He had a wild love of liberty, 
which refused control by any 
will except his own. He was 
cruel to his enemy and often 
tortured him or burned him 
alive. But the' Indian was gen- 
erous and kind. In the midst 
of famine he would cheerfully 
share the last morsel with a fel- 




AN INDIAN CHIEF : " RAIN-IN-THE- 

FACE." 

Co/>yr!ghied by D. F. Barry. 




A SOUTHERN INDIAN SHOOTING AN 
ARROW. 



low-sufferer, and in the hour 
of danger would lay down 
his life for a friend. 

' The Five Nations included the 
Mohawks, Oneidas, Onondagas, Cayu- 
gas, and Senecas, who formed a loose 
confederacy. The Five Nations were 
very powerful Indians till their defeat by 
Frontenac in 1697. They firmly con- 
trolled the Mohawk River valley and pre- 
vented the French from using the best 
natural highways from Lake Erie to the 
Ohio. Their population at the time of 
their greatest strength was under 20,000. 
After the Tuscaroras from North Caro- 
lina joined them in 1715 they were 
known as the Six Nations. 



7^ 



HISTORY OF THE UNITED STATES 



68. Occupations, — The squaw did nearly all the work. 
She dug the soil with shells and pointed sticks, gathered 

the crops, dressed skins, dried 
meat, and made moccasins and 
What the squaw various articlcs of 
**"*• clothing out of the 

skins of animals. The Indian 
was first of all a warrior. His 
weapons were the war-club, the 
bow and arrow, and the toma- 
hawk. A sharp- 
Indian weapons. ^ 

ened stone served 
for the blade of his tomahawk, 
and bone or f^int pointed his 
arrows. He was also fond of 
hunting and fishing and, to as- 
sist him in these "occupations, he 
made the canoe and the snow- 
shoe. 

69. The Canoe and the Snow- 
shoe. — In the fishing season he 
sought the side of lake or stream, 
and he was always eager to go 
where game was thickest and 
where the scalps of his enemies 
could be taken in greatest num- 
bers. The canoe was therefore 
a necessity. Before the whites 
came it was to him horse, steam- 
boat, and railroad, all in one. In 
The canoes and travelling ou land 

the water=ways. he followcd the 

trail of the deer or the buffalo. 
But water-ways were so much 
easier that he travelled ten miles 
on water to one on land. Be- 
iNDiAN WHIP (QUIRT). WAR-CLUB, twccu thc watcr-wciys there were 
AND HUNTING-ARROW. "Carrying places," or portages, 




LIFE AMONG THE INDIANS 



79 



over which he had to carry the canoe and all its load of 
fur and other goods. In other words, sometimes the canoe 
carried its owner and sometimes the owner carried his 
canoe. It was therefore necessary that it should be both 
light and strong. Such was the birch-bark canoe, which 








\i=v 



)i '"( 



^^^ 



>y 



was made by 
stripping off 
the bark of the birch in 
one piece and carefully fit- 
ting it over a light wooden 
frame. Another Indian in- 
vention of great use was 
the snow-shoe, which was 
three or four feet in length, 
curved and tapering, and 
enabled the wearer to go 
along easily on the surface 
of the snow at the rate of 
forty miles a day. 

70. Wampum. — Wam- 
pum consisted of small 
shells, or beads made from 
shells, perforated and strung together, and often wrought 
into belts. The Indians used wampum for personal adorn- 
ment and also for more serious purposes, such as summon- 
ing the tribes to war, and recording treaties, laws, and 
speeches. Ten thousand beads have been known to be 
worked into a single war-belt four inches wide. The col- 



INDIANS CARRYING CANOES OVER A 
PORTAGE. 



8o 



HISTORY OF THE UNITED STATES 



ors and the patterns of the belt varied with its purpose, 
peculiar signs and figures enabling the Indian to remember 
certain parts of a speech or a treaty. This was necessary 




INDIAN SNOW-SHOES AND PAPPOOSE-CASE. 

because the Indian could not write. Apart from other uses 
it was valued also as money. 

71. Religion. — The Indian believed that all Indians, 
good and bad, would after this life go to the Happy Hunt- 
The Happy Hunt- ^^^S Grouuds. This was his name for Heaven, 
ing Grounds. Life there would be the same as life in this 

world, but without pain or trouble of any kind. It is 
thought that the practice of scalping enemies killed in bat- 
tle was associated with the belief that the loss of the scalp 
prevented the spirit from entering the Happy Hunting 
Grounds. The Indian would therefore risk almost any- 



LIFE AMONG THE INDIANS 



8i 



thing to save the dead body of his chief or his friend from 
being scalped by the enemy. As in the Happy Hunting 
Grounds lie would need arms to defend himself, these, and 
other things of use in this life, were buried with him for 
use in the other life. 

72. The Clan and the Tribe. — According to language 
and locality the Indians were separated into families, such 
as the Mobilian, Algonquin, and Iroquois. According to 
government the family was separated into distinct tribes, 
and again, by relationship more or less remote, the tribe 
was separated into clans. Each clan had its name, usually 
that of some bird, beast, or reptile, and the picture of this 
animal became the peculiar emblem or " to- 
tem " of the clan. The animal represented in 
the totem of each clan was supposed to favor and protect 
that clan and was sometimes tattooed on the breast. 



The totem. 




II : niotoeoNeHiiniiiiiDDiHiitiiiHiiniHiitoiiiiutMDiiiiiii I? icw 



WAMPUM RECEIVED KV TENN FRUM THE INDIAN'S. 



Everv clan elected a sachem, or civil ruler, and at least 
one war-chief. The sachems exercised but little authority. 
They acted as advisers and, when assembled Indian govern- 
together in tribal councils, freely discussed "^"t «'«"'«cr-tic. 
important questions. The Indian government was there- 
fore democratic, each warrior being to a large degree his 
own master. 

73. Communal Living.^ — The Indians knew but little of 

real estate. The tribes occupied the land, but did not own 

it in the sense in which white men own land now. They had 

very little personal property except such objects as weap- 

6 



o2 



HISTORY OF THE UNITED STATES 



ons, trinkets, and 
other property in 
chitecture was adapt- 
nal life. Interesting- 
„^ .. , are to be 

The Long 

Houses" of the HoUSCS" 

Iroquois. T ll e S C 

and bark, were in 
dred feet long, and 
as many as twenty 
each house was occu- 
which the mothers 
same clan. Whatever 

TOTEM 




clothing, and held all 
common. Their ar- 
ed to their commu- 
illustrations of this 
found in the "Long 
of the Iroquois, 
houses, made of wood 
some cases one hun- 
would accommodate 
families. As a rule, 
pied by families of 
were members of the 
these families ob- 



OF THK ILLINOIS. 





TOTEM OF THE HURON'S. 



tained by hunt- 
culture of the 
in common, and 
they kept in a 
house. 

74 • The 
e r s . — Many 
mounds have 
Ohio and in 
the United 
have the shape 




•JOIl'.M <)1' THE SIOUX. 



ing or the rude 
soil they owned 
all their food 
common store- 
Mound Build- 
thousands of 
been found in 
other parts of 
States. Some 
of birds, fishes, 



'lOTEM OF THE FIVE NATIONS. 



LIFE AMONG THE INDIANS 



8^. 



and reptiles ; some of the square, circle, and other mathe- 
matical figures. The Big Elephant Mound, a few miles 
below the mouth of the Wisconsin River, is 135 feet long; 




INDIAN MALE AND FEMALE COSTUME. 



the Serpent Mound, in Ohio, is 1,000 feet long, with a 
gracefully curving body. These mounds have gateways, 
outlooks, and parallel lines, showing that they jhe mounds 
were probably used as fortifications. Of late 
years very careful explorers have been at work among 



84 



HISTORY OF THE UNITED STATES 



these mounds, opening many of them and taking out relics. 
These relics include kettles, pipes, axes, arrow-heads, tools 
Relics found in f^r weaving and spinning, and other things. 
the mounds. Thcj havc bccu examined with the greatest 

care, because they help us to understand what kind of peo- 
ple made and used them. At one time it was thought that 
the Mound Builders were a people of a very superior civil- 
ization, because of the ar- 
tistic skill they showed 
in their sculptured relics. 
Accordingly the Mound 
Builders were spoken of 
as a " lost race," who 
numbered many millions 
and constituted a mighty 
empire. 

The character of the 

mounds and of the relics 

found in them leaves no 

doubt that they were the 

.„ ... workofvari- 

Mound Builders 

probably Ameri- OUS tribcS, 

can Indians. differing 

from each other quite as 
much as Indian tribes 
differ now. The Chero- 
kees, who are known to 
have built mounds some 
time after the whites 
came to America, proba- 
bly built those found in the western part of North Carolina 
and the eastern part of Tennessee. It seems altogether 
probable that the Mound Builders were nothing more than 
American Indians, like those found by the English and the 
French colonists. 

75. Number of Indians. — There are at present about 
250,000 Indians in the United States. Very likely the num- 
ber is quite as large now as it was when the English and 




CARVED riPES FROM AN INDIAN MOUND. 



LIFE AMONG THE INDIANS 85 

the French began to plant settlements. It has been thought 
that the coming of the whites prevented the destruction of 
larere numbers of Indians by war and famine. 

76. Influence of the Indians Upon the Whites. — The 
influence of the Indians upon the whites, especially from 
the time of the early settlements to the Revolution, was 
considerable. They often saved struggling settlers from 
starvation by furnishing them food, and they taught the 
whites how to cultivate Indian corn. But, as we shall see 
in later chapters of this book, the principal Indian wars 
influence of the Indians upon the whites was n^es^'Jhe advan= 
through the numerous Indian wars, which tage of union, 
helped the colonists to know one another better, and taught 
them what they most needed to learn — the advantage of 
union. In fighting against a common danger the colonies 
were brought into closer sympathy with one another. Let 
us briefly refer to two of those wars, the Pequot War and 
King Philip's War, both of which were fought before the 
beginning of the Intercolonial Wars. 




BIG ELEPHANT MOUND. 



CHAPTER VIII 

EARLY INDIAN WARS 

77. The Pequot War (1637). — The leading cause of 
each of the Indian wars in New England was the same — 
the feeling on the part of the Indians that the whites were 
Leading cause of getting posscssion of the lands, and would 
early Indian wars, {y^ time drive the Red Men away from their 
hunting grounds. The Indians did not at first understand 
that sales of land meant their giving it up entirely. But 
even when they understood the nature of land sales, they 
thought the whites had taken advantage of them. 

When the people from Massachusetts settled in Con- 
necticut in 1636 they found themselves neighbors to a strong, 
ferocious tribe of Indians, called Pequots, living in the east- 
ern part of the State. These Indians attacked the little 
settlement of Wethersfield, where they killed a number of 
persons. Captain John Mason, with ninety men from the 
^ . . „ , towns of Hartford, Wethersfield, and Wind- 

Captain Mason s ' ^ ' 

expedition against sor, Started in pursuit. The party came to 
the Pequots. auchor in Narragansett Bav about three weeks 

after leaving Hartford. Mason marched westward across 
Rhode Island, and at the end of two days halted the expe- 
dition just north of the present town of Stonington. Before 
daybreak next morning he and his men surprised the Ind- 
ian fort, and destroyed nearly all the Indians in it, con- 
sisting of from 400 to 600 men, women, and children. The 
war resulted in the destruction of the Pequot tribe, and so 
awed the Indians in that part of the country that there was 
no more trouble \yith them for about forty years. Then 
came King Philip's War, which lasted two years and was 
much more extensive than the Pequot War. 

86 



EARLY INDIAN WARS 



87 



78. King Philip's War (1675-1676).— King Philip, chief 
of the Wampanoags, a Rhode Island tribe, was a leader of 
much ability. He united the New England King PhUip's 
Indians from Maine to the Hudson River in purpose, 
a league whose aim was to destroy all the whites in New 

England. The war broke out 
in Swansea, Massachusetts, 
and spread thiough the towns 
in the southern and western 
paits of the State Deerfield 
and Iladle}' were among the 
places pillaged and burned. 
The wai was stubbornly 



f"w{fe-^T^t'"^S 







ATTACK ON THE PEQUOT FOKT. 

fought, and finally ended with the death of King Philip, who 
was shot while trying to escape capture at Mount Hope 
(Bristol), Rhode Island, wdiich w-as his home. Results of King 
The remnant of his tribe were either killed or Philip's war. 
sold into slavery, and the powder of the New England Ind- 
ians was completely broken. The war was a severe strain 



88 HISTORY OF THE UNITED STATES 

upon the New England colonists. Six hundred of them 
were killed and thirteen of their towns were destroyed. It 
cost the colonists a large sum of money and imposed heavy 
burdens upon them in the way of taxation. 

But the Indians having the greatest influence upon co- 
lonial interests were the Iroquois. These we have already 
mentioned in their relation with the Dutch, and we shall 
now speak of their immediate influence upon French and 
Engrlish interests. 



TO THE PUPIL 

1. Why were the canoe and the snow-shoe of great value to the Indian? 

What was his religious belief? Tell what you can about communal 
living ; about the Mound Builders. 

2. Why did the absence of such animals as horses and oxen retard the 

progress of the Indians? Discuss the influence of the Indians upon 
the whites. 

3. What w^ere the causes and results of the Pequot War ? of King 

Philip's War? Impersonating King Philip, write an account of the 
wrongs you suffered at the hands of the whites. 

4. Subject for debate : Resolved that the Indians have been unjustly 

treated by the white people. 

5. If you rightly study the facts about the Indians, you will be prepared 

to understand the Indian problem w^hich the American people are 
now trying to solve. As in the case of all other problems of to-day, 
we study the past that we may learn how to interpret the present. 
Even the Indian question has two sides. Read the first chapter of 
Parkman's Conspiracy of Pontiac ; also Longfellow's Hiawatha. 



CHAPTER IX 

FRENCH EXPLORATIONS 

REFERENCES: Scribner's Popular History of the United States, I. and II.; 
Wright's Ciiildren's Stories in American History ; Drake's Maicing of the Great 
West; Drake's Making- of New England; Morris's Half Hours with American 
History ; Richardson's History of Our Country. 

OUTSIDE READINGS : Parkman's La Salle and the Discovery of the Great 
West ; Parkman's Pioneers of France in the New World ; Winsor's Narrative 
and Critical History, IV. ; Bancroft's United States, II.; Hinsdale's Old North- 
west; Mildreth's United States, II.; Montgomery's English History. 

FICTION : Catherwood's Romance of Dollard ; Catherwood's Story of 
Tonty. 

79. The French Discover and Explore the St. Law- 
rence. — By reason of the discoveries of V'errazano (1524^ 
France laid claim to the Atlantic coast between Cape Fear, 
North Carolina, and Newfoundland. Ten ^ ^. ,. 

Cartier discovers 

years later Jacques Cartier discovered the St. the st. Lawrence 
Lawrence and sailed up the river as far as an ^'s^4)- 
Indian village on the present site of Montreal. He returned 
in 1540 and in the name of King Francis L took possession 
of Canada, as the Indians called the country. Immediately 
attempts were made to colonize, but they were unsuccess- 
ful. In 1603, the French again attempted settlement in the 
region extending from New York harbor to Cape Breton, 
called Acadia,^ and again they failed. 

But these failures only shed the greater lustre about the 
name of Samuel de Champlain, the " Father of New 
France." When he first penetrated the St. Lawrence val- 

' Acadia was afterward restricted in meaning to its present boundaries. 



90 



HISTORY OF THE UNITED STATES 



ley he was impressed with its great beauty and its valu- 
able resources, for it was rich in forests and furs. Next 
champiain makes to the gold and silvcr, the fur trade furnished 
nent'prlSch'^et. ^^^ ^^^^ means of securing the coveted wealth 
tiement in Canada, which the Ncw World offcrcd. Champiain 
was a man of culture and refinement, earnest, patriotic, and 
religious. He wished to extend the glory of France and 

the Catholic Church. 
Moreover, he saw that 
the St. Lawrence valley, 
and not Acadia, was the 
promising field for 
France in the New World. 
In 1608, he made the first 
permanent French settle- 
ment in Canada, at Que- 
bec. The following year 
he discovered the lake 
which bears his name. 

80. Champiain and the 
Iroquois. — It was a curi- 
ous coincidence that two 
years after the settlement 
of Jamestown, Hudson 
should have sailed up the 
Hudson River and Champiain should have explored Lake 
Champiain (1609). These two events had a large influence 
Champiain and on American history. The Dutch on the Hud- 
Henry Hudson. gon and the Iroquois in the Mohawk River 
valley stood in the way of French success in America. The 
story containing the reasons for French failure is full of 
interest, and we will now begin to read it. 

When Champiain settled at Quebec in 1608, he found 
that the neighboring tribes of Algonquin Indians were bit- 
ter enemies of the Mohawks, one of the Five Nations, or 
Iroquois, in New York. It was hard for him to keep out of 
their deadly feud, and he decided to take the side of the 
Algonquins because their lands were nearer to him. Ac- 




SAMUEL DE CHAMPLAIN. 



FRENCH EXPLORATIONS 9I 

cordingly, he joined them in a battle with the Mohawks 
near Ticonderoga, on Lake Champlain, and shot some of 
the latter with his gun. As the Mohawks champiain makes 
had never before heard the report of a gun the Iroquois ene- 
they were overcome with superstitious terror ""^s of the French, 
and defeated. The Frenchman enabled the Algonquins 
to triumph over the Mohawks, but that shot was fatal to 
the future success of the French in America. The Iro- 
quois were from that day the unrelenting enemies of the 
French colonists, and did all they could to prevent them 
from carrying out their plans of exploration and trade. 

81. The French Reach the Mississippi Valley. — It is 
important to remember that this battle of Ticonderoga 
took place in 1609, when only a handful of Englishmen were 
at Jamestown. The French had control of the St. Law- 
rence, one of the three great water-ways to the interior of 
North America. If the}' could get control of The three great 
the Mississippi valley and the Hudson-Mo- water=ways. 
hawk River route, they would hold the other two, and 
North America would be within their grasp. The distance 
from the St. Lawrence to the Mississippi was not great. One 
route la}' through Lake Ontaiio and Lake Erie, by portage 
into French Creek, through the Alleghany and Ohio Rivers 
into the Mississippi. Another lay through the same lakes 
into the Maumee and by portage into the Wabash, and 
through the Ohio into the Mississippi. But the ever-watch- 
ful Iroquois, whose territory stretched along The iroquois force 
the shore of Lake Erie, blocked the way, and *"- French to seek 

' J ' a long and difficult 

baffled the French here. The latter were route, 
obliged to seek a route farther north, which was much 
longer and more difficult. Slowly and patiently they 
worked their way up the Ottawa River into Georgian Bay, 
through Lake Huron, Lake Michigan, across into the Illi- 
nois Riv^er, and from there into the Mississippi. 

The Jesuit missionaries bore a large part in this toil- 
some work of exploration. These brave men were eager 
to Christianize the Indians. They built mission stations 
and in their zeal braved many dangers. Not only did they 



92 



HISTORY OF THE UNITED STATES 



gain converts to their faith, but with rare intelligence they 
made important explorations and discoveries. It was one 
Important work of °^ their number, Marquette, who succeeded 
the Jesuit mis- in reaching the Mississippi. Attended by 
sionaries. JoHet, he Sailed, in 1673, as far down the Mis- 

sissippi as the mouth of the Arkansas. This was two years 
before King Philip's War and three years before Bacon's 
Rebellion. 

82. La Salle Plants the Arms of France at the Mouth 
of the Mississippi.^ — But the most valuable explorations 

were made by the daring and 
tireless La Salle. He was an 
earnest Catholic, and was full 
of plans for his own success and 
ambitious for the success of 
France. In 1666, at the age of 
twenty -three he came out to 
Canada, filled with the passion 
of his age, the desire to discover 
a water route to India. Not 
much is known of his early ex- 
plorations, but it is supposed 
that he discovered the Ohio 
LA SALLE. River and partially explored it. 

In 1679, he set out on an expedi- 
tion to explore the Mississippi. By this time he had given 
up the idea of a water route to India. His great ambition 
La Salle sets out ^^'^^ ^*^ rcach the mouth of the Mississippi and 
to explore tiie Mis- sccurc the vallc}^ for France. Having built the 
sissippi. Grijfin, a small boat, on the Niagara River, he 

sailed in it through Lakes Erie and Huron and landed on the 
shore of Lake Michigan. He then sent back his boat for sup- 
plies, but he never heard from it again. This was only one 
La Salle reaches "^^ ^'^^ many tnals and disappointments in his 
the mouth of the troubled life. A little later he reached the lUi- 
Mississippi. no\^ River, and, sailing about half way down, 

built a fort afterward fitly named Crevecoeur (Heartbreak). 
In 1682 he found the Mississippi and explored it to its mouth. 




FRENCH EXPLORATIONS 93 

There, according to French custom, he planted the French 
arms and claimed all the country through which the river 
and its tributaries flowed. He called the country Louisiana 
in honor of the French King, Louis XIV. This was the 
year in which Penn was laying the foundations of Phila- 
delphia. 

83. Attempt to Plant a Colony at the Mouth of the 
Mississippi. — La Salle's aims were two-fold : (ij To estab- 
lish military and trade centres at various La saiie's two 
points and (2) to plant a colony at the mouth «''"8- 

of the Mississippi River. In this way he hoped to get con- 
trol of the fur trade for France. He had built many forts. 
He now returned to France to get people for his colony. 
He succeeded in getting men for this new scheme, but in 
sailing for the mouth of the Mississippi he missed it and 
landed several hundred miles to the west, at Matagorda 
Bay. Trials and difficulties grew thick about him until, at 
the end of two years, he started overland to get assistance 
from Canada. While he and his wretched followers were 
wandering through the dense forests he was waylaid and 
shot dead by some of the men of his own company (1687). 
He had not accomplished his full purpose, what La saiie 
but in exploring the Ohio and the Mississippi, *"''• 
and in building forts in the unoccupied territory, he had 
done a great work for his country. 

84. On Account of La Salle's Exploration the Missis- 
sippi Valley Becomes a Part of New France.— The plant- 
ing of French arms at the mouth of the Mississippi was 
a very significant event in American history. It was the 
declaration to the world that France laid claim to the 
whole Mississippi valley from the Rocky to the Alleghany 
Mountains. Spain had failed to follow up her discovery 
of the Mississippi by making the country known to the 
world or by colonizing it. It had been the dream of La 
Salle to unite this immense and valuable terri- ^ „ , , 

. . La Salle 8 dream. 

tory with the St. Lawrence valley, makmg a 

vast empire which would crowd out the English. The 

English had planted their colonies on the Atlantic sea- 



94 HISTORY OF THE UNITED STATES 

coast, and he wished to keep them shut in behind the Alle- 
ghanies forever. The Mississippi and St. Lawrence val- 
leys would form the New France of America, with the seat 
of government removed to the INIississippi. 

TO THE PUPIL 

1. You have been studying colonial history from the earliest settlements 

to 1689. Before that date, each colony largely went its own way, 
with but little interest in any other. After that date, the colonies 
w^ere gradually draw^n nearer together by the necessity of uniting for 
a better defence against common enemies. One of these common 
enemies was the French and the Indians, and another the royal and 
proprietary governors. 

2. What was done for France by Verrazano ? by Cartier ? by Cham- 

plain ? You cannot too carefully note the results of Champlain's 
mistake (1609) in making enemies of the Iroquois. 

3. Trace carefully on the map the various water-ways by which the 

French could reach the Mississippi valley. What part did the 
Jesuit missionaries bear in the toilsome v^ork of exploration ? 

4. Describe the work of La Salle. What were his aims ? Notice what 

he did in 1682, only seven years before the great landmark 1689. 
What were the results of his work ? Write an essay on his explora- 
tions. 

5. Learn all you can about the Iroquois Indians, as their influence upon 

colonial history was remarkable. You will find a good account 
of them in the first chapter of Parkman's Conspiracy of Pontiac. 



CHAPTER X 

THE LAST FRENCH WAR 

REFERENCES: Scribner's Popular History of the United States, III.; 
Wright's Ciiildren's Stories of American History ; Sloane's Frencli War and 
tlie Revolution ; Cooke's Stories of the Old Dominion ; Coffin's Old Times 
in the Colonies ; Fiske's War of Independence ; Richardson's History of Our 
Country ; Hart's Formation of the Union. 

OUTSIDE READINGS : Winsor's Narrative and Critical History, V. and VI. ; 
Parkman's Montcalm and Wolfe; Parkman's Conspiracy of Pontiac; Park= 
man's Old Regime in Canada; Bancroft's United States, II.; Morris's Half 
Hours with American History, I.; Hinsdale's Old Northwest; Frothingham's 
Rise of the Republic ; Rossiter Johnson's Old French War; Scudder's George 
Washington ; Franklin's Autobiography. 

FICTION : Cooper's Last of the Mohicans ; Thackeray's Virginians ; 
Henty's With Wolfe in Canada; Munroe's At War with Pontiac. 

POETRY: Longfellow's Evangeline (the Acadians). 

85. England and France Struggle for Control in 
America (1689-1763). — These events in the Mississippi val- 
ley occurred just before i68q. In 1688 James „, . ^ 

■> _ -^ _ Wars between hng- 

II., the last Stuart king", was driven out of land and France 

England and found refuge in the court of ('689='763). 
France. There France took up his cause, and England and 
France began a series of wars which did not end until 1763. 
While these wars were going on in Europe, there was fight- 
ing between the French and English colonies in America. 

The Iroquois stood in the way of French success, for the 
French sought the fur trade, and the Iroquois largely con- 
trolled it in the region of the Great Lakes. The Iroquois and 
But since the day that Champlain had joined the fur trade, 
the Algonquins and helped them defeat the Iroquois, the 
French had been persistently hindered and harassed by 

95 



96 HISTORY OF THE UNITED STATES 

these powerful tribes in the Mohawk valley. It will be re- 
membered that the English, when they conquered New 
Netherlands inherited from the Dutch the good-will and 
friendly alliance of these Indians. 

Both the French and the English encouraged their Ind- 
ian allies to make attacks upon frontier settlements during 
the years that France and England were at war. The vari- 
The Intercolonial ous wars in the colonics were called Inter- 
^"'■** colonial Wars.^ The last one is the most in- 

teresting one to us. It is known as the Last French War^ 
in America and the Seven Years' War in Europe (1756- 

1763). 

86. Causes of the Last French War. — Both England 
and France claimed the territory between the Alleghanies 
Reasons why and the Mississippi. England claimed it by 
ra'nT*:>ar:ed^"h'e ^He discovcry of the Cabots and by Indian 
Mississippi valley, treaty, and France by reason of exploration. 
France had done much more than England to make this 
region known, but had not occupied the country. When, 
therefore, the English colonies, which had been taking root 
on the Atlantic coast, had spread as far west as the eastern 
base of the Alleghanies, a struggle for possession was inevi- 
table. 

By 1750 the French had built a line of sixty forts by 
way of the Great Lakes, from the St. Lawrence to the 

' The first three of the Intercolonial Wars, named after the English sovereign 
reigning at the time, were as follows : King William's War (1689-1697), Queen 
Anne's War (1702-1713), and King George's War (1744-1748). During the last 
one the New England colonists, led by Colonel Pepperrell, captured Louisburg, a 
great fortress on Cape Breton Island. The French had thought that this strong- 
hold could withstand any attack, and were therefore amazed at the success of the 
New England farmers and fishermen. At the end of the war, however, England 
gave up Louisburg to France. 

" To develop union among the English colonies, there were needed such com- 
mon interests as the Intercolonial Wars furnished. Massachusetts, Connecticut, 
and New York united in King William's War ; South Carolina, New England, New 
York, and New Jersey organized separate expeditions against the French and Ind- 
ians in Queen Anne's War ; the northern colonies engaged in King George's War ; 
and in the Last French War all the colonies stood side by side in a solid array against 
the French and Indians. This war was national, and led the provincial to begin 
to think of himself as an American. 



THE LAST FRENCH WAR 



97 



mouth of the Mississippi. Great skill was shown in lo- 
cating these forts at points of military importance. In 
many cases they afterward became great busi- French forts and 
ness and trade centres. Detroit, Chicago, Nat- ^«'«"'«'»- 
chez, and St. Louis mark the sites of some of these forts. 
The French had planted colonies also at Mobile and New 
Orleans early in the eighteenth century. Thus far they had 
outgeneraled the English in establishing a claim to such 
a vast extent of territory, for the English colonists had 




been so busy with their own affairs that they had thought 
very little of the land lying west of the mountains. But at 
last they had waked up and were ready to make a stubborn 
fight if necessary. 

French and English traders had come into collision in 
the disputed territory, and both the French and the English 
appreciated the need of immediate action. About the same 
time that the French governor was once more trying to 
make friends with the Iroquois^ Indians, and urging the 
home government to send colonists to the Ohio valley, the 

' The Iroquois were the great barrier between the French and the disputed terri- 
tory. During this war the Iroquois were neutral. 



98 HISTORY OF THE UNITED STATES 

Ohio Company was formed by some gentlemen in Virginia. 
This company received from the king, on condition of set- 
The Ohio Com- tlcment, a grant of 600,000 acres of land be- 
P""^' tween the Great Kanawha and Mononga- 

hela Rivers. Lawrence Washington had a large interest 
in the Ohio Compan}-, and his younger br(^ther George was 
employed as surveyor. The Ohio Company at once began 
to send explorers into the disputed region, and at the same 
time the French were taking formal possession by sinking 
lead plates with inscriptions at the mouths of the streams. 

To get ahead of the English the French built a line of 
forts on the direct route to the Ohio.^ Governor Dinwid- 
washington's ^^^ ^^^^ Gcorgc Washington, then adjutant- 
journey to the general of the Virginia militia, to inform the 
French forts French commander'^ that he was building 

on English territor}', and would do well to depart peace- 
ably. Washington, at this time, was twenty-one years old 
and over six feet tall. Cool-headed and fearless, with seven 
companions, all on pack-horses, he started from Williams- 
burg, Va., on his perilous journey late in October, 1753. 
About the middle of January, 1754, he returned with the 
refusal of the French commander to withdraw. 

As the juncture of the Alleghany and Monongahela 
Rivers was the " Gateway of the West," a fort here would 
control the entrance to the Ohio valley. Both nations had 
their eyes upon this important site. The English reached 
it first, but were driven off by a larger force of French, who 

' These forts included Presque Isle, Le Bceuf, and Venango on the Alleghany. 

^ To reach Fort Le Boeuf, situated only fifteen miles from Lake Erie, Washing- 
ton had to travel five hundred miles through the wilderness. By the time he was 
ready to start back from Fort Venango, it was Christmas. The pack-horses were 
so weak that Washington and a single companion pressed forward on foot. They 
had many narrow escapes from death. A treacherous Indian guide, who was not 
three rods in advance, turned suddenly and shot at Washington, but missed him. 
Washington took the Indian's gun away and let him go. On reaching the Alle- 
ghany River, Washington and his companion found it full of floating ice. With 
nothing but a hatchet, they made a raft and began crossing the river. Shortly after- 
ward Washington was struck by a piece of floating ice and knocked into the water. 
Darkness falling upon them before they could reach the opposite side of the river, 
they spent the night on an island, where they nearly froze to death. 



THE LAST FRENCH WAR 



99 



put up a fort and called it Fort Du Ouesne. Washington, 
who was on his way from Virginia to occupy the new fort, 
was met by the unsuccessful i)arty of Knglish. He pushed 




WASHINGTON'S JOURNEY TO THE FRENCH FORTS. 

on to Great IMeadows (Pennsylvania), and there learned 
that the French were marching toward him. Advancing 
with the aid of an Indian guide and forty men, j^^^ fighting be- 
he met a French party in a dark glen near by, gins at Great 
and exchanged shots with it. The French m^^'*"^*- 
leader and most of his men were killed. This encounter 
began the war. Washington returned to Great Meadows 



lOO HISTORY OF THE UNITED STATES 

and threw up intrenchments which he called Fort Neces- 
sity. Here he was defeated by the French and obliged to 
retire (July, 1754). This handful of men with their youth- 
ful leader had fired the shot which set in motion European 
armies. The war which followed was but little less im- 
portant in its issues than the Revolution. Let us now fol- 
low it in some of its most important engagements. 

87. Plan of the War. — The English plan in 1755, and 
the general plan for the war, was four-fold. An expedition 
was to be sent against Acadia ; a second against Crown 
Point, a French fort on Lake Champlain, which controlled 
the route to Canada from the south ; a third was to move 
through the Mohawk valley and capture Fort Niagara, the 
key to the Great Lakes; and a fourth, the most important, 
under the leadership of General Braddock, had for its ob- 
ject the capture of Fort Du Quesne, the " Gateway of the 
West." 

88. Braddock's Defeat (1755).— In 1755, General Brad- 
dock was sent over to take command of the English forces 
in America. He was a brave soldier with much expe- 
rience, but he knew nothing of fighting the Indians in 
woodland warfare. Self-confident and headstrong, he was 

quite unwilling to take advice from Wash- 
General Braddock. . x- i i • i i i . i i i • 

ington or i^rankhn,^ who both warned him 

against Indian ambuscades. He trusted all things to his 

English regulars. The colonial troops were to his mind 

very inferior, the colonial officers inexperienced, and he 

regarded them with contempt. With 2,000 men Braddock 

started from Alexandria, Virginia, toward Fort Du Quesne." 

His purpose was to capture this fort and then to march 

' Benjamin Franklin was at this time forty-nine years old. He had been for 
many years a member of the Pennsylvania Assembly and was now Postmaster-gen- 
eral for America. 

^ Braddock was in great need of horses and wagons, which for a long time he 
was not able to secure. At Frederick, Maryland, he was met by Benjamin Frank- 
lin, who used his powerful influence to procure from Pennsylvania farmers one hun- 
dred and fifty wagons, six hundred draft-horses, and fifteen hundred pack-horses. 
Franklin promised to see that the farmers were paid for their horses and wagons, 
and he kept his word. 



THE LAST FRENCH WAR lOl 

north along the Alleg-hany River, capture the line of forts 
upon its banks, and join the other forces at Niagara. In 
marching his troops, he insisted upon the same order and 
precision as in the open fields of Europe, and would listen 
to no suggestions of avoiding risks from ambush. Finally, 
when within eight miles of the fort, the fears of the de- 
spised American militia were realized. Braddock's army 
marched into an ambush. The attack came from an unseen 
foe, who shot down by scores the surprised The ambush and 
English soldiers. The regulars tried to fight the battle, 
in ranks, but in doing so were the more easily struck down 
by the Indians firing from behind trees. Braddock made 
a brave effort to bear up against the foe. Four horses were 
killed under him, and he was on the fifth when he received 
a mortal wound. Washington, one of Braddock's staff, had 
three horses shot under him, and four bullets passed 
through his clothes. 

Finally, after suffering severely, the regulars fled in 
shameful rout. The brave Virginians, led by Washington, 
fought behind trees, in true Indian fashion, and saved the 
army from utter ruin. Out of Braddock's Dismal failure of 
army of 2,000, 700 men and three-fourths of Braddock's expe- 
the officers were killed. Such was the dis- '*'""• 
mal failure of Braddock's expedition. The miserable rem- 
nant of his army retreated, and the Indians laid waste the 
settlements in western Virginia, Maryland, and Pennsyl- 
vania. 

89, Removal of the Acadians (1755). — During the same 
summer that Braddock was defeated, the people of Acadia 
were removed from their homes. Acadia was included in 
what is now Nova Scotia and New Brunswick. It was 
settled by the French early in the seventeenth century, and 
about one hundred years later (17 10) was captured by the 
English. For forty-five years it had been un- The Acadians take 
der English rule. But the simple-minded, sides with the 
ignorant peasantry continued to speak the P'"^"'^*'- 
French language and to take sides with the French in every 
struggle with the English. In this way they did much in- 



102 



HISTORY OF THE UNITED STATES 



jury to the English cause. Accordingly, in 1755, some 
troops from New England landed in Acadia and told the 
inhabitants they must promise to support the English king 
or they would be sent out of the country. More than 5,000 
Their removal of them rcfuscd, and they were torn from their 
necessary. homcs and Scattered among the colonies from 

Massachusetts to Georgia. A large number of them found 
their way to Louisiana, where many of their descendants 

may be found to- 
day. This removal 
caused much hard- 
ship, but it seemed 
to be a military ne- 
cessity. 

90. Montcalm 
and French Suc- 
cesses. — There had 
been lighting in the 
colonies for about 
two years before 
war was declared 
between England 
and France in 1756. 
The first two years 
of fighting in the 
colonies found the 
French successful 
almost everywhere. 
The English gov- 
ernment sent to America very weak and inefficient generals. 
These men, like Braddock, were unwilling to take any ad 
Weak English vicc from colouial officers and looked down 
generals. upon colonial troops. Moreover, the}^ so man • 

aged the various armies that there was not united and hai - 
monious action. The French, on the contrary, were ably 
handled by Montcalm, who so massed his forces at im- 
portant points that, during these two years, he kept the 
English out of the disputed territory, and hemmed them 




WILLIAM PITT. 



THE LAST FRENCH WAR IO3 

in behind the Allci^hanies. At the close of 1757 the outlook 
for England was g^loomv. 

91. William Pitt and English Successes. — At this crit- 
ical tinie William Pitt became the head of affairs in Eng- 
land. Clear-headed and great-hearted, he was a true hero. 
He loved England as fondly as his own life, and was willing 
to rise or fall with her. He said, " 1 can save England," 
and he did save England. His faith in himself and his 
country filled the people with hope and confidence. He 
appointed strong and able officers for the troops in Ameri- 
ca. He put the colonial ofiicers and troops on an equal 
footing with the English, and pushed forward the various 
armies in energetic, united action. The spirit of Pitt was 
everywhere. In quick succession Louisburg, Fort Fronte- 
nac. Fort Du Quesne, Fort Niagara, and other French 
strongholds fell into the hands of the English. 

92. Wolfe and the Capture of Quebec (September i8, 
1759), — Pitt showed great wisdom in appointing General 
Wolfe to take command of an expedition 

against Quebec, the most important place now 
remaining in possession of the French.^ General Wolfe, 
then in his thirty-third year, had a feeble body but a fear- 
less soul. As brigadier-general at Louisburg he had gained 
high praise for energy and boldness. Pitt believed in this 
brave young general, and therefore placed him at the head 
of an army of 10,000 men for the capture of Quebec. The 
men so idolized Wolfe that they would gladly follow him to 
victory or death. 

Quebec was situated on steep and lofty cliffs overlooking 
the St. Lawrence, and was protected by a strong fortress. 
This fortress was the strongest in America, 
and the key to Canada, Wolfe and his army 
tried in vain for three months to find a weak spot where 
they might make a successful attack, but failure met them 
on every hand. The English troops were discouraged, and 
even the brave Wolfe began to lose hope, but in spite 

• Crown Point and Ticondero^a were captured by the English under Amherst in 
the summer of 1759 (the last of July). 



104 



HISTORY OF THE UNITED STATES 



of sickness and intense bodily suffering he resolved to make 
one more attempt to take Quebec. 

At last his searching eyes caught sight of a pathway up 
the rugged sides of the cliffs along the river bank, some 




GENERAL WOLFE. 



distance above the city. Here was an opportunity not to 
be neglected. One dark night Wolfe's army floated quietly 
The English climb dowu the rivcr in boats, and landed at the foot 
the rocky heights, ^f ^^^ rocky heights. The brave soldiers, 
with immense difficulty, pulled themselves and their cannon 
up the steep ascent. Reaching the top, they quickly over- 



io6 



HISTORY OF THE UNTFED STATES 



Wolfe's victory 
and death. 



powered the guard, which was too much astonished to make 
resistance. In the morning, Wolfe's men were drawn up in 
line of battle on the Plains of Abraham, less than a mile 
from the walls of Quebec. Montcalm, astonished at what 
the English had done, would not wait for an attack, but at 
once led his army out on the open plain. The fighting was 
terrible, and the French could not stand up against the 
withering fire of the English. Wolfe led in a furious charge 
and, although twice pierced with bullets, refused to give 

up until he received a mortal 
--,_ wound. It was hard for him to 

die as long as the 
issue was in doubt, 
but when, in his last moments, he 
heard the shout of victory, he 
said, " Now, God be praised. I 
will die in peace." Montcalm 
was also mortally wounded, and 
in the hour of death was equally 
heroic. When told that he could 
not live more than ten or twelve 
hours, he exclaimed, " Thank 
God, I shall not live to see Que- 
bec surrendered." A few days 
later Quebec passed from French into English hands (Sep- 
tember 1 8, 1759). 

93. The Treaty of Peace (1763). — With the fall of 
Quebec the last stronghold of the French in America 
passed into the hands of the English. The following year 
Montreal surrendered, and the colony of New France 
ceased to exist. Although the war was over in America, 
it still continued for three years in Europe, and Spain 
joined France against England. It was finally closed by 
the treaty of Paris, signed in 1763. By this treaty France 
ceded to Spain all the territory 13'ing between the Missis- 
sippi and the Rocky Mountains; also the town of New Or- 
leans, which controlled the navigation of the Mississippi. 
To England she gave Canada and all her territory east of 




MONTCALM. 



THE LAST FRENCH WAR 



107 



QUKBEC 



the Mississippi.' Spain gave Florida to England in ex- 
change for Havana, which the English had captured during 
the war. The English had driven out of North America 
successively the Dutch (1664) and the French (1763). Eng- 
land and Spain alone remained. Thenceforward these two 
had control in North America. 

94. Other Results of the War.— But there were other 
far-reaching results of the Last French War which largely 
affected the future of the English colonies: (i) Up to this 

time there had been little 
of common interest among 
them. But all were engaged 
in this struggle, and they 
fought side by side. Thus 
the war taught them to know 
and respect each other, gave 
them a mutual interest, and 
prepared them for union. 

(2) The}^ were made to real- 
ize their own strength and 
to see that their military 
ability was quite equal to 
that of the English soldiers. 

(3) The war was a prepara- 
tory school for the Revolu- 
tion. Such officers as Mar- 
ion, Stark, Putnam, and 
Washington received a mil- 
itary training of great value. 

(4) Although in fighting the French in America, England felt 
that she had been protecting the colonies, the colonies felt 
that they had been helping England in establishing English 
against French authority. This attitude explains their grow- 
ing sense of power and independence which led, after the re- 
moval of the French, to their resistance against British inter- 
ference and their final separation from the British crown. 

' France retained for fishing stations two small islands, St. Pierre and Miquelon, 
in the Culf of St. Lawrence. 




I08 HISTORY OF THE UNITED STATES 

NOTE 

The Conspiracy of Po7itiac.— When, at the close of the Last French War, 
England tried to take possession of the territory west of the Alleghanies and 
north of the Ohio, trouble with the Indians in that region at once arose. 
The French, embittered by their loss of this territory, stirred up the Indians 
against the English, and the conspiracy of Pontiac was the outcome. This 
able and daring chief of the Ottawas organized a widespread movement for 
the purpose of destroying ail the English settlers west of the Alleghanies. 
Having won over to his scheme many tribes, he succeeded in capturing 
eight out of twelve forts, whose garrisons he put to death. This fierce and 
bloody war lasted two years and ended in the complete failure of Pontiac. 

TO THE PUPIL 

1. What was the leading cause of the Last French War ? What did 

the Ohio Company set out to do ? What journey did Washington 
make and with w^hat results ? Write an account of this journey. 

2. How did the war begin? In outlining the plan of the war use the 

map freely. 

3. What do you think of Braddock and of the causes of his defeat ? 

Was the removal of the Acadians just ? Give reasons for your 
answer. 

4. Account for French successes in the earlier years of the war. What 

had William Pitt to do with English successes later.? 

5. What do you admire in the character of General Wolfe ? For many 

interesting facts about the personality of this heroic man, see Park- 
man's Montcalm and Wolfe. 

6. Imagine yourself to have been one of Wolfe's soldiers and write an 

account in the first person of scaling the Heights of Abraham and of 
the battle on the following day. 

7. What were the results of the war ? Make two brief outlines, one 

containing the advantages the French had in America and the other 
containing the advantages the English had. 

8. Subject for debate : Resolved that the French had a just claim to the 

Ohio valley. 

9. Subject for essay : Cooper's Last of the Mohicans. 

10. To aid you in an intelligent review from the beginning of the book, 

you can supplement the chronological chart suggested at the end of 
Chapter VI. by adding a fourth parallel line for the principal events 
connected with French exploration and colonization. Such a revie^v 
will help you to understand clearly the nature of the struggle, mainly 
on the part of four European countries, to get control of North 
America. By 1763 England had come out ahead in this struggle. 

11. As you may know, Francis Parkman is the standard historian on the 

relations between the English and the French colonies in America. 
Read his Montcalm and Wolfe and Longfellow's Evangeline, 



CHAPTER XI 

LIFE IN THE COLONIES AT THE CLOSE OF THE FRENCH 
AND INDIAN WARS 

REFERENCES: Drake's Making of New England; Richardson's History 
of Our Country ; Barnes's Popular History of the United States •, Sanford's 
History of Connecticut; Thwaites's Colonies: Scudder's Men and Manners 
in America One Hundred Years Ago; Eggleston's Hmisehold History. 

OUTSIDE READINGS: Earle's Customs and Fashions in Old New England; 
Earle's Sabbath in Puritan New England ; Earle's Costume of Colonial Times ; 
Weeden's Economic and Social History of New England; Earle's Margaret 
Winthrop; Irving's Knickerbocker's History of New York; Irving's Sketch 
Book. 

95. The Colonies in General. — At the close of the 
French and Indian Wars, in 1763, the colonies mainly occu- 
pied a strip of land 13'ing along the Atlantic coast and 
stretching all the way from Maine to Florida. There were 
thirteen of these original colonies, which, by reason of dif- 
ference in soil, climate, and other natural as well as social 
and economic conditions, may be divided into three groups: 
the New England group, or New Hampshire, The three groups 
Massachusetts, Rhode Island, and Connecti- of colonies, 
cut ; the Middle group, or New York, New Jersey, Penn- 
sylvania, and Delaware ; and the Southern group, or Mary- 
land, Virginia, North Carolina, South Carolina, and Georgia. 
The population was about two million souls,^ one-fourth of 
whom were slaves. The people lived mainly along the sea- 
coast and large rivers, although a few settle- population and 
ments stretched back into the forests. As large towns, 
many of the people were engaged in farming there were 

' The population of New York City in 1890 was 1,515,301 ; in 1897, Greater 
New York had a population of about 3,200,000, 

109 



no HISTORY OF THE UNITED STATES 

few large towns. Philadelphia, with a population of about 
25,000, was the largest town; Boston was not far behind; 
and New York contained 10,000 or 12,000 people. 

Money being scarce, trade was mainly by barter. There 
was much comfort and prosperity and some wealth, but 
there was great need of labor to develop the resources of 
the West, which was now under the control of the English 
and open to settlement. 

THE NEW ENGLAND GROUP OF COLONIES 

96. Occupations of the People. — By reason of the poor, 
rocky soil of New England, agriculture yielded a meagre re- 
turn for a great deal of hard labor. Farming on a small scale 
was extensive, but much more important sources of wealth 
The fisheries and wcrc the cod and whalc fisheries. By 1763 New 
the West liTd'ia England had built up a flourishing trade with 
Islands. the West India Islands. Cargoes of dried fish 
from New England were exchanged in these islands for 
sugar, molasses, and slaves. Large forests furnished excel- 
lent material for shipbuilding. Boston alone had six hun- 
dred vessels engaged in foreign commerce and a thousand 
in the fisheries and trade along the coast. All this fishing 
and trading developed a hardy and expert class of sailors, 
which later furnished excellent material for our navy. 

97. Religion and Church Worship.— Religion came first 
with the Puritan. The minister was usually the leading 
man in the community, and he did much to form public 
opinion in political as well as religious matters. 

The churches were plain within and without. They were 
not heated, even in the coldest weather. But for all this, 
Church attend- cvcrybody was expected to attend, absence 
*"'^* without good excuse being punishable by a 

fine. The minister sometimes preached in overcoat and 
mittens. Women carried heated stones in their muffs, and, 
later, handstoves took the place of the stones. When going 
to church the men sometimes carried their muskets and left 
sentinels outside to watch against sudden attack from the 



112 



HISTORY OF THE UNITED STATES 



Indians. People were carefully seated according to their 
social position, the men sitting- on one side of the church 
and the women on the other. As the minister often preached 
two or three hours, the congregation at times naturally 
grew tired and sleepy. But the tithing man 
was always present with his long rod of author- 
ity. This rod had a piece of brass on one end and a hare's 
foot on the other. If a woman went to sleep she was gently 
touched with the hare's foot, but if an unfortunate boy 



The tithing 
man. 




/. .' ' 

PURITANS GOING TO CHURCH. 



nodded or otherwise failed in reverent attention, he was less 
gently rapped on the head with the hard end of the rod. 

98. The Salem Witchcraft (1692). — It has often been 
said that the gloomy religious life of the Puritans led to that 
strange delusion known as the Salem Witchcraft. As a 
matter of fact, the belief in witchcraft in 1692 was not con- 
fined to the Puritans, for such a belief was almost universal. 
The witchcraft craze in Massachusetts started in Salem 
Village (now Danvers) a short distance from Salem. A 
half dozen girls and young women, from ten to twenty 
years old, became almost insane over the subject of witch- 
craft. They mewed like cats, barked like dogs, and went 



LIFE IN COLONIAL TIMES 



113 



into fits, declaring that certain persons, in league with the 
devil, bit them, pinched them, or in some way tortured 
them. On the testimony of these silly girls hundreds of 
innocent people were thrown into prison on the charge of 
witchcraft. Before the frenzy had spent itself, nineteen 
people were hanged, including a clergyman, and one old 
man eighty years of age was pressed to death with heavy 
weights. But when, after six months, some of the magis- 
trates and even the governor's wife, were accused, the 
people realized their folly and 
stopped punishing for witch- 
craft. 

99. Education. — Education 
st(Jod next to religion, and, from 
the Puritan stand-point, w^as al- 
most a part of religion. The 
Puritans therefore established 
a system of public education 
soon after reaching New Eng- 
land. Every town was required 
to have a school, and before 
1650 each New England col- 
ony, except Rhode Island, had ^ 
passed laws enforcing some de- 
gree of education. Everywhere 
there was training in reading 
and writing. As a consequence, 
public education was so gen- 
eral tiiat there were few people 
who could not read and write. As earlv as 1636 Harvard 
College w^as established at Cambridge, Mass., and in 1701 
Yale College at New Haven, Conn. 

100. Crimes and Punishments. — Laws were severe and 
few crimes were committed. Manv offences w^ere punish- 
able by death, and all kinds of punishments were inflicted 
in the most public way. Stocks, pillories, ducking-stools, 
and whipping-i)osts could usually be found in everv village 
q{ any size. The pillory was a wooden frame, so constructed 




THE PILLORY. 



114 



HISTORY OF THE UNITED STATES 



as to hold fast the head and hands of the offender. The 
The stocks and stocks held fast the offender's feet only. In 
the pillory. some cases he was confined in a cage and ex- 

posed to the public gaze ; in others, he was branded with 

the initial letter of 
his crimes or com- 
pelled to wear, in a 
conspicuous place, 
a big initial letter 
indicating his 
crime. 




A WA^^o^ gospeller. 



lOi. Life 
and Manners 
— The New 
England diet 
was sim})Ie. 
Cider and 

rum were favorite drinks, used often as we use tea and cof- 
fee now. 

The best room and the kitchen were the principal rooms 
in the house. The most noticeable thing in the kitchen 
Theoid=time was the fircplace. It would accommodate a 

fireplace. 'backlog fivc or six feet long and two or three 

feet in diameter, and was large enough for roasting an en- 



LIFE IN COLONIAL TIMES 11$ 

tire sheep. As there were no stoves all cooking was done 
here. By such firesides the mother and daughters would 
sit during the long winter evenings with their knitting, 
spinning, or quilting, while the father read his Bible or 
smoked his pipe. As the fire blazed, cider-drinking, nut- 
cracking, and stor3'-telling helped to while away the even- 
ing hours. 

In general, however, life was neither blight nor cheer- 
ful, as the Puritans were shy of most kinds of enjoyment. 
But the young people were not without simple 

%., , . . , . , Amusements. 

amusements, like house-raismgs, dancing and 
corn-husking parties, and social gatherings for spinning, 
quilting, and apple-paring. On these occasions there was 
much genuine fun. Christmas was not observed because 
the Puritans did not Mike the Church of Ensrland, which 
made much of the observance of Christmas. Their chief 
holiday was Thanksgiving Day, which they The Thanksgiving 
celebrated, as now, in the autumn. This was reunion, 
made the occasion for family reunions. At the Thanks- 
giving dinner the table was loaded with chicken, turkey, 
nuts, plum-puddings, mince-pics, pumpkin-pies, and many 
other toothsome varieties of food. Weddings were festive 
occasions. The friends and neighbors were weddings and 
generally entertained at the bride's home, the funerals, 
wedding feast often lasting several days. Funerals were 
very expensive. Gifts, such as scarfs, gloves, and rings were 
generously distributed to the guests, and an elaborate feast 
of meats and drinks was regarded as an essential feature of 
the occasion. 

TO THE PUPIL 

1. Prepare yourself to write five minutes on any one of the following 

topics : Occupations of the people, church worship, education, crimes 
and punishments, the old-time fireplace, and amusements. 

2. Imagine yourself to be a New^ England boy or girl in colonial days and 

w^rite a story of your experiences. Such w^ork will greatly aid you 
in reviving the past. 

3. What do you like in the manners and customs of Early New England? 

Read Earle's Customs and Fashions in Old New England. 



Il6 HISTORY OF THE UNITED STATES 



THE SOUTHERN GROUP OF COLONIES 

102. Occupations of the People. — In the Southern col- 
onies, a rich soil was general, rivers made excellent high- 
ways, and the climate was well suited to agriculture. The 
The plantation and plantations wcrc Scattered along the rivers, 
the planter. somctimcs many miles apart, with thickly 
wooded stretches of land between. Each planter in Vir- 
ginia had his own wharf, from which his produce was car- 
ried to England, and to which manufactured goods of every 
sort were brought in exchange. The planter needed but 
little that he did not obtain on his plantation or at his wharf. 
His slaves were not only cultivators of the soil, but they in- 
cluded skilled workmen, such as miflers, tailors, carpenters, 
and shoemakers. Under such an independent S3'stem of 
life, towns were not needed, and before the Revolution 
there were only a few towns of any size in Virginia. 

103. Education. — The facilities for common school edu- 
cation were poor. Governor Berkeley said (1670), " 1 thank 
Berkeley opposes God there are no free schools, nor printing, 
free schools. j^,^^} J jjope we shall not have them these hun- 
dred years." The scattered condition of the population 
did not favor the establishment of good common schools. 
The rich planters had tutors at home for their children and 
often sent their sons to Europe to be educated, but the 
schools for the masses were so few that the poorer people 
generally grew up in ignorance. The wealthy planters 
could live without work and formed a leisure class. Many 
of them owned fine libraries. 

Although Virginia had been settled as early as 1607, the 
most important additions were made to her population in 
the time of the Commonwealth (1649-1660). During this 
The cavaliers and time hundreds of the king's followers, or 
political leaders in cavalicrs, Came to Virginia. These men were 
irginia. usuall}' from the higher ranks of English so- 

ciety, and had been prominent in public life in England. 
Their descendants in Virginia naturally inherited their 



LIFE IN COLONIAL TIMES 



117 



political tendencies and inclnded the ancestors of George 
Washington, Thomas Jefferson, James Madison, James 
Monroe, Patrick Henry, the Lees, and the Randolphs. We 
need not be surprised, then, that Virginia furnished more 




COLONIAL RELICS. 



leaders in the Revolution than any other colony and after-^ 
ward became the " Mother of Presidents." 

104. Life and Manners. — The mansion of the planter, 
built of wood or binck, was two stories high, with a spa- 
cious veranda and The mansion and 
a wide hallwav. the slave quarters. 

Close by the mansion were the 
slave quarters, consisting of 
wooden cabins surrounded by 
gardens and poultry yards. 
These negro quarters, on a large 
plantation, made a small village, 
and all about them could be 
seen swarms of negro children. 

Planters on the Manner of life of 

large plantations the planters. 

lived in wasteful extravagance, 

with choice dogs, fine horses, 

and a coach-and-six for great occasions. They were fond 

of such sports as horse-racing and fox-hunting, and were so 




OLD SPINNING-WHEEL. 



Il8 HISTORY OF THE UNITED STATES 

generous and hospitable that the doors of their mansions 
were always open to respectable travellers. Though, as 
we have seen, Thanksgiving was the feast-day of the year 
Christmas a fes= in New England, Christmas was celebrated in 
tive occasion. ^ festivc manner in the South, when every- 
thing was gay and bright in the planter's house. A great 
dinner was followed in the evening by dancing to the music 
of the harpsichord and the violin. 

TO THE PUPIL 

1. Find points of difference between the people in New England and 

in the South in respect to occupations, education, and life and man- 
ners. 

2. Write an essay on life in Virginia just before the Revolution. Read 

Scudder's George Washington. 

THE MIDDLE GROUP OF COLONIES 

105. The People and Their Occupation. — The people 
in the New England and Southern groups of colonies were 
Amixedpopuia= largely English, but this was by no means 
tion in New York truc of Ncw York, Pennsylvania, and the 
and Pennsylvania. ^^^^^^. Middle coloulcs. Here the population 
represented many of the countries of Europe. Trade and 
agriculture were of about equal importance in New York. 
The fur trade claimed most attention in New York and 
Pennsylvania. Besides furs, the principal exports were 
grain and flour. The principal port for foreign trade was 
then, as now% New York, whose merchants were busy and 
prosperous, employing many ships in their extensive com- 
^ , . ,^ merce with Ensjland, the West Indies, and 

Trade, agricult= -^ ' ' 

ure, and manu> Other parts of the world. Most manufactured 
factunng. goods Came from England and the continent 

of Europe. As in New England, the spinning-wheel and 
loom took their place in the domestic economy. The ship- 
building industry and the saw-mill were of necessity early 
developed, and the Dutch wind-mill became a striking feat- 
ure of the landscape. Outside of New York agriculture 
was the most extensive industry. 



LIFE IN COLONIAL TIMES 



119 



106. Education. — While the Dutch were in control, 
common schools were well supported in New York, but 
under the English they were not in a flourishing condition. 
The Episcopalians founded King's College, now Columbia 
University, New York, in 1754. Although in New Jersey 
and Pennsylvania, outside of a few larger towns, but little 
was done to provide for general education, the Presbyte- 
rians founded Princeton College, New Jersey, in 1746 ; and 
Benjamin Franklin founded the Universit}^ ol Pennsylvania 
at Philadelphia, in 1749. 

107. Crimes and Punishments. — Crime was not widely 
prevalent in the Middle colonies, although piracy had a 




OLD DUTCH COSTUMES. 



most demoralizing influence. Hanging, whipping, and the 
pillory were forms of punishment frequently practised under 
the public gaze, as was the case in New England. 

108. Life and Manners Among the Dutch. — ^The Dutch 
house had a pointed gable roof with a weather-vane on 
top and a porch in front of the house, where the family 
sat during summer evenings to enjoy the 
air. There were great wide fireplaces with 
seats for reading or sewing. The walls were without paper, 
but many pictures in small frames hung upon them. The 



The Dutch house. 



I20 



HISTORY OF THE UNITED STATES 



Dutch women were noted for their neatness and for their 
excellent housekeeping. They scrubbed the floors and 
Neat housekeep- Sprinkled them with sand every day. The 
'"s. men were slow and easy-going, but they were 

honest, thrifty, and industrious. The}^ were fond of smok- 
ing and liked story-telling and good eating, the Dutch 
housekeepers being noted for their skill in cooking dough- 
nuts, crullers, and 
various kinds of 
cakes. The Dutch 
introduced " Santa 
Clans " and " St. 
Nicholas" at Christ- 
mas time, and New 
Year's visiting. 
Among them a fu- 
neral 

Funeral customs. 

was a 
most expensive af- 
fair. Not only did 
they distribute to 
the guests gloves, 

scarfs, and rings, as was the custom in New England, but 
to each friend a bottle of wine. In Albany the funeral ex- 
penses in one instance were $20,000. 

The towns were situated mostly about the mouth of the 
Hudson, and from there the settlements extended through 
the Hudson valley to Albany and then followed the Mo- 
hawk valley. The patroons lived on their vast estates in 
Life among the grand and richly furnished houses facing the 
patroons. Hudsou. They had about them many ser- 

vants and rented to numerous tenants the farms into which 
their estates were divided. These great estates, lying on 
the rivers where goods could be easily landed and cargoes 
sent off, did away with the necessity of trade centres or 
towns. 

The people were more social and fond of merry-making 
than the New Englanders. Their most noted holidays 




A NEW YORK HUUSE BUILT IN 1668. 



LIFE IN COLONIAL TIMES 121 

were Christmas, New Year's, St. Valentine's Day, Easter, 
and May Day. In the country, spinning-bees, house-rais- 
ings, corn-huskings, and dancing parties were sodai life of the 
favorite amusements; in towns, horse-racing, people, 
cock-fighting, balls, and picnics. There was little lux- 
ury, but much quiet contentment with the simple ways of 
living. 

TO THE PUPIL 

1. What points of difference do you find between the people of the Middle 

colonies and those of New England ? Those of the South ? 

2. Write a short account of life and manners among the Dutch, adding as 

many facts as you can to those given in the text. 

3. The Legend of Sleepy Hollow, in Irving's Sketch 3ook, is delightful 

reading. 

MODES OF TRAVEL AND COMMUNICATION 

109. Modes of Travel. — It was difficult for the colonies 
to know and understand each other because their means of 
communication were so restricted. The usual mode of 
travel on land was on foot or horseback ; and not only were 
the roads poor, but very few of the rivers had bridges. 
People living near the rivei'S journeyed much by row-boats, 
and those along the coast made great use of sloops. The 
trip by water from New York to Philadelphia, with a fair 
wind, required three da3'S. 

A wagon ran twice a week from New York to Phila- 
delphia, and, in 1766, a stage-coach was put on which made 
the trip in two days. This stage, greatly shortening the 
time, was called a "flying machine." To go from Boston 
to New York required four days; to go from Philadelphia 
to New York required two. When the coach The old stage- 
was ready, the driver gave notice by sound- coach. 
ing a horn and then, with a crack of the whip, away it 
went on its slow and toilsome journey, during which it was 
no uncommon thing for the travellers to be compelled to 
alight and help pry the coach-wheels out of the mire. 



122 



HISTORY OF THE UNITED STATES 



Mails were carried mostly on horseback, and people 
depended mainly on letters for news. Newspapers did not 
at this time tell much about local or colonial 
ewspapers. news. They were full of advertisements and 

news fiom Europe. The first newspaper was the Boston 
News Letter (1704). At the close of the Last French War 
there were fi-om thirty to forty newspapers in the whole 
countr}'. 




'i'HE STAGE FROM iN'EW YORK 'JO PHILADELPHIA. 



CHAPTER XII 

GROWTH TOWARD UNION IN THE COLONIES 

REFERENCES : Scribner's Popular History of the United Stales ; Fisher's 
Civil Government in the United States; Thwaites's Colonies; Fiske's Colonial 
Era; Bancroft's United States. II. 

OUTSIDE READINGS: Frothingham's Rise of the Republic; Eggleston's 
Household History; Macy's Our Government ; Franklin's Plan of Union (Old 
South Leaflets). 

iio. Colonial Government. — The various colonial gov- 
ernments were modelled after the English and were there- 
fore much alike in form. Each colony had jhe governor, the 
its governor and a law-making body consist- council, and the 
ing of the Council,' and the Assembly. The ^^^^^^ly. 
Council was the governor's body of advisers. They aided 
the governor in executing his duties, and generally took 
part in making laws. The Assembly was elected by the 
people and was therefore the stronghold of their rights. 
It alone could levy taxes, and in this way it controlled 
the public money. 

But the manner of choosing the governor made all the 
difference in the amount of freedom which each colony 
enjoyed. In 1763 there were three political The three kinds 
groups^ of colonies. The first, containing of colonies. 
Rhode Island and Connecticut, may rightly be called the 
republican, or self-governing, group, because the people 
elected the governor; the second, containing Pennsylvania, 

' The members of the council were chosen in various ways : by the king-, as in 
Virginia ; by the proprietary governor, as in Pennsylvania ; by the legislature, as in 
Massachusetts ; or by the people, as in Connecticut. 

' These political groups should not be confused with the groups named in 
nar. 94. 

123 



124 HISTORY OF THE UNITED STATES 

Delaware, and Maryland, may be called the proprietary 
group, because the proprietors appointed the governor; 
and the third, containing the rennaining eight colonies, 
may be called the r^j'-^/ group, because the king of England 
appointed the governor. 

III. Republican, Proprietary, and Royal Colonies. — 
Connecticut and Rhode Island had very liberal charters 
and governed themselves without any interference from the 
mother-country. They were, even at this earl}^ period, 
struggle between little rcpublics. In the royal and proprietary 
the royal and pro= colouics there was an almost continual strug- 
andthTaTsem-""'' glc goiug ou bctwcen the governors and the 
biies. colonial assemblies. The points at issue were 

sometimes petty, sometimes serious, and the discussions 
were often bitter. In New York, for instance, the burn- 
ing question was whether the governor should receive a 
fixed salary (1745-1755). The members of the assembly ob- 
jected, for they feared that the governor might thus become 
independent of the people. They believed a fixed salary 
would be in the nature of a tax by the crown, and true to 
the instincts of their forefathers, they declared that no taxes 
should be levied without the consent of the people. In all 
No taxation with= ^^^^ proprietary and royal colonies long and 
out representa- bitter couflicts wcrc wagcd over raising money 
*'•*"• for public defence, especially during the Inter- 

colonial Wars (1689-1763). As the real source of power in 
any government is the authority that lays the taxes, the 
assemblies usually came out ahead. 

The results were twofold : (i) The people received valu- 
able political training, and (2) they learned that they had a 
common interest in contending against the personal rule 
of the king of England. The attempt to enforce personal 
.* «*u i"ule, or royal prerogative, as it was called, is 

Two results of the ' J ^ » . ^j. 

struggle. most familiar in the case of Berkeley in Vir- 

ginia and Andros in Massachusetts, who did much to arouse 
the spirit of opposition in the two leading colonies. These 
colonies were afterward the first to break out in open re- 
bellion against English authority. 



GROWTH TOWARD UNION IN THE COLONIES 



125 



112. Need of Union Among the Colonies.— The w^rcat 
need of the thirteen colonies was nnion. We have seen 
how the feeling of common danger from Indian Wars, and 
later from the various wars with the French, drew the col- 
onists toirether. The common grievances of the assemblies 




IJIR'I'HI'I.ACE OK BENJAMIN 
FRANKLIN. 



against their royal and proprietary governors united the 
people still more closely, when the latter realized that 
their liberties were endangered by the British crown. 

The royal governors appreciated the need of union, and 
they naturall}^ sought the advantage of the crown. They 
urged union as a means of checking the people's power. 
As representatives of the king they wished (i) to get control 



126 HISTORY OF THE UNITED STATES 

of colonial trade, and (2) to take the right of taxation out 
of the hands of the colonial assemblies. For the people, 
wh the royal undcr the various colonial governments, had 
governors wished acquircd mucli morc power than the king 
""'""■ wished them to have. For instance, the dif- 

ferent assemblies, in their narrow, provincial spirit, would 
not act together, and were slow to enlist soldiers, build 
Weakness from foi'ts, or scud amiics iuto the field, where their 
lack of union. owu territory was in no danger of attack. As 

a result, there was little united effort to ward off a great 
danger such as threatened the colonies in the Last French 
War and in Pontiac's conspiracy. This lack of union ex- 
plains the purpose of James II. in appointing Andros gov- 
ernor of New England, New York, and New Jersey. He 
supposed he would strengthen the Northern colonies by 
uniting them under one government that could act with 
energy and promptness, but, as we have seen, he failed. 

The colonies sought union, in so far as they sought it at 
Why the colonies all, for an eutirel}^ different purpose — to ward 
sought union. Qff ^YiQ offcnsivc rcstrictious and impositions of 
England and to extend and increase the rights of the people. 

From the beginning of the English settlements in Amer- 
ica, a democratic spirit was developed by the situation and 
life of the colonists. But Benjamin Franklin^ saw that 
something more than a spirit of democracy or self-govern- 

' Benjamin Franklin was born in Boston in 1706 and died in lygo. His father, 
a soap boiler and tallow-chandler, had seventeen children, of whom Benjamin was 
the youngest son. At ten years of age the lad was set to work in his father's shop, but 
was dissatisfied with the business. Then he tried printing with his brother, but suf- 
fered from harsh treatment. Finally, at the age of seventeen he ran away from 
home to seek his fortune. One Sunday morning he landed in Philadelphia, cold, 
friendless, and with only a single dollar in his pocket. 

In 1732, he began to publish Poor Richard's Almanac, which he continued to 
publish for twenty years. Full of witty maxims which people could apply with 
profit to every-day living, it became extremely popular and had an immense sale. 
Franklin became rich and devoted himself to science. By simple experimenting with 
a kite, he discovered that lightning is nothing more than discharges of electricity. 
He invented a kind of open stove which is in use at the present time. At the close 
of the Revolution he was associated with John Adams and John Jay in securing 
a treaty of peace with England. 



GROWTH TOWARD UNION IN THE COLONIES 12J 

ment was needed to make a strong people. lie saw that 
they needed a central authority to lay taxes for their mutual 
defence. Clearly understanding- this need, Franklin pro- 
posed his famous plan of Union at the Albany Convention ' 
(1754). According to this plan each colony Franklin's plan oi 
was to elect representatives to a Grand Conn- ""'on- 
cil, similar to our present National Congress. This Grand 
Council was to have the power of levying taxes upon the 
people for raising and maintaining armies and otherwise 
providing for the defence of the colonies. Moreover, like 
our present Congress, this Council was to exercise supreme 
auth(3rity in questions affecting all the colonies alike. This 
was known as the Albany plan of Union. 

The king of England did not like it, because he feared 
it might encourage the colonies to form a union in which 
the people would exercise too much power. The colonists 
did not like it^ because they were unwilling to give up 
the right of taxation by their colonial assem- Reasons for its 
blies. Franklin's plan of union failed, but it failure, 
was of great value because it led the people to think seri- 
ously about the advantasfes of union. 



TO THE PUPIL 

1. How did the Council differ from the Assembly ? 

2. What were the three political groups of colonies ? What was the 

distinguishing feature of each group ? 

3. Discuss the nature of the struggle between the various assemblies on 

the one side and the royal and proprietary governors on the other. 
What were the results ? In this connection, review the struggle be- 
tween Governor Berkeley and the people of Virginia and that be- 
tween Governor Andros and the people of New England. If you 
get clear ideas about these struggles, you will better understand the 
causes of the Revolution. 

' Only seven colonies were represented. This Convention was called to form a 
closer alliance with the Six Nations. 

- The plan was presented to the several legislatures and they all rejected it be- 
cause they did not strongly feel the need of union. 



128 HISTORY OF THE UNITED STATES 

4. Why was there need of union among the colonies ? What attempts 
at union had been made ? Why did the royal governors wish union 
among the colonies ? On what grounds did the colonies seek union ? 
What was Franklin's Plan of Union ? Why did it fail and what 
were its results ? 



CHRONOLOGY 

1524. FIRST FRENCH EXPEDITION TO AMERICA UNDER VERRAZANO. 

1528. HAMPHILO DE NARVAEZ LANDS IN FLORIDA. 

1531-33. PIZARRO CONQUERS PERU. 

1534. CARTIER SAILS TO THE GULF OF ST. LAWRENCE. 

1539. DE SOTO LANDS IN FLORIDA. 

1540. CORONADO'S EXPEDITION IN SEARCH OF CIBOLA. 

1541. DE SOTO DISCOVERS THE MISSISSIPPI RIVER. 

1562. COLIGNY'S FIRST COLONY SENT TO FLORIDA UNDER RIBAULT. 

1565. founding of st. augustine. 

1576. martin frobisher discovers the strait since called by his name. 

1579. drake on the california coast. 

1584. sir walter raleigh's first expedition. 

1585. raleigh's first colony. 
1587. Raleigh's second colony. 

1603. first voyage OF SAMUEL CHAMPLAIN TO AMERICA. 

1606. PATENT GRANTED TO THE VIRGINIA COMPANIES. 

1607. FIRST PERMANENT SETTLEMENT OF VIRGINIA AT JAMESTOWN. 

1608. FOUNDING OF QUEBEC BY SAMUEL DE CHAMPLAIN. 

1609. THE DISCOVERY OF LAKE CHAMPLAIN. 

HENRY HUDSON DISCOVERS THE HUDSON RIVER. 
161I. SIR THOMAS DALE, GOVERNOR OF VIRGINIA. 

1619. FIRST CARGO OF SLAVES BROUGHT TO JAMESTOWN. 

FIRST LEGISLATIVE ASSEMBLY OF VIRGINIA MEETS IN JAMESTOWN. 

1620. THE PILGRIMS LAND AT PLYMOUTH. 

1623. SETTLEMENT OF NEW HAMPSHIRE AT PORTSMOUTH AND DOVER. 

1630. SETTLEMENT OF BOSTON AND NEIGHBORING TOWNS. 

1634. SETTLEMENT OF MARYLAND. 

1635. PERMANENT SETTLEMENT OF CONNECTICUT BY EMIGRANTS FROM MASSA- 

CHUSETTS BAY. 

1636. PROVIDENCE FOUNDED BY ROGER WILLIAMS. 

1637. THE PEQUOT WAR. 

1643. THE CONFEDERATION OF NEW ENGLAND COLONIES FORMED. 

1663. CHARTER OF RHODE ISLAND AND PROVIDENCE PLANTATIONS GRANTED BY 

CHARLES II. 
FIRST GRANT OF CAROLINA. 

1664. GRANT OF NEW NETHERLAND TO THE DUKE OF YORK, AND ITS SURRENDER 

TO THE ENGLISH. — NAMED NEW YORK. 
GOVERNMENT OF NORTH CAROLINA ESTABLISHED. 
GRANT OF NEW JERSEY TO BERKELEY AND CARTERET. 

1665. SECOND GRANT OF CAROLINA. 

ARRIVAL OF PHILIP CARTERET AS GOVERNOR OF NEW JERSEY. — ELIZABETH 
FOUNDED. 
1673. MARQUETTE EXPLORES THE MISSISSIPPI. 



GROWTH TOWARD UNION IN THE COLONIES 129 

1675. OUTBREAK OF KING PHlI.IP's WAR IN Np;VV ENCLAND. 

1676. bacon's rebellion in V'IRGINIA. 

1679. NEW HAMPSHIRE MADE AN INDHPENDENT ROVAL PROVINCE. 

16S0. Hennepin's voyage on the Mississippi. 

1681. the grant of PENNSYLVANIA SIGNED. — EMIGRATION BEGUN. 

1682. THE FRIENDS BUY EAST JERSEY. 
PENN SAILS FOR AMERICA. 
PHILADELPHIA FOUNDED. 
PENN'S INDIAN TREATY. 

LA SALLE'S VOYAGE ON THE MISSISSIPPI. 

1685. LA SALLE'S COLONY FOUNDED IN TEX.\S. 

1686. ANDROS GOVERNOR-GENERAL OF NEW ENGLAND. 

1687. ANDROS ATTEMPTS TO SEIZE THE CONNECTICUT CHARTER. 
1639. ARREST OF ANDROS AT BOSTON. 

1692. OUTBREAK OF THE WITCHCRAFT PANIC AT SALEM, MASS. 

I7CX). IBERVILLE ESTABLISHES A SETTLEMENT AT POVERTY POINT, LA. 

1702. BEGINNING OF QUEEN ANNE'S WAR. 

I715. FIVE N.^TIONS BECOME SIX DV ADDITION OF THE TUSCARORAS. 

1733- OGLETHORPE'S COLONY SETTLES IN GEORGIA. 
SUGAR AND MOLASSES ACT. 

1744. BEGINNING OF KING GEORGE'S WAR. 

1745. CAPTURE OF LOUISBURG. 
1748. OHIO COMPANY FORMED. 

LOUISBURG RESTORED TO FRANCE. 

1754. COLONIAL CONGRESS AT ALBANY, AND FRANKLIN'S PLAN OF UNION. 

1755. BRADDOCK'S DEFEAT. 
BANISHMENT OF THE ACADIANS. 

1756. FORT OSWEGO SURRENDERED TO THE FRENCH. 
BEGINNING OF THE LAST FRENCH WAR. 

1757. MASSACRE OF FORT WILLIAM HENRY. 

1758. DEFEAT OF ABERCROMBIE AT FORT TICONDEROGA. 
RECAPTURE OF LOUISBURG. 

1759- FORT TICONDEROGA TAKEN BY AMHERST. 

CAPTURE OF FORT NIAGARA BY THE ENGLISH. 

WOLFE CAPTURES QUEBEC. 
1761. ATTEMPT TO ENFORCE WRITS OF ASSISTANCE IN MASSACHUSETTS. 
1763. PONTIAC'S WAR. 

TREATY OF PARIS. 



^be IRcvoIution, tbe Confeberatlon, anb tbe 
jfcberal lllnion 

CHAPTER XIII 

THE REVOLUTION 

REFERENCES: Scribner's Popular History of the United States, III. and 
IV.; Andrews's United States, I.; Fiske's War of Independence; Sloane's 
French War and the Revolution ; Hart's Formation of the Union ; Chan° 
ning's United States; Richardson's History of Our Country; Coffin's Boys 
of '76; Barnes's Popular History of the United States; Cooke's Stories of the 
Old Dominion ; Hale's Stories of Massachusetts. 

OUTSIDE READINGS : Winsor's Narrative and Critical History, VI. and VII.; 
Bancroft's United States, III. ; Fiske's American Revolution; Hildreth's 
United States, II. and 111. ; Lossing's Field Book of the Revolution ; Lecky's 
England in the Eighteenth Century, III. ; Frothingham's Rise of the Republic ; 
Qoldwin Smith's United States ; Morris's Half Hours with American History, 
11. ; Hale's Franklin in France ; Roosevelt's Winning the West, II. ; Greene's 
Historical View of the American Revolution ; Hinsdale's Old Northwest ; Ellet's 
Domestic History of the Revolution ; Green's History of the English People, IV. ; 
Drake's Burgoyne's Invasion ; Abbot's Blue Jackets of '76 ; Headley's Wash- 
ington and His Generals ; Brown's Mercy Warren ; Wharton's Martha Wash- 
ington; Hosmer's Samuel Adams; Henry's Patrick Henry; Morse's John 
Adams; Scudder's George Washington; Hale's George Washington ; Abbot's 
Paul Jones; Sparks's Life of Arnold; Arnold's Life of Arnold; Lossing's 
Two Spies. 

FICTION: Cooper's Lionel Lincoln; Henty's True to the Old Flag; 
Cooper's Spy ; Harte's Thankful Blossom ; Cooper's Pilot ; Simms's Partisan ; 
Mitchell's Hugh Wynne. 

POETRY: Holmes's Grandmother's Story of Bunker Hill Battle; Independ- 
ence Bell ; Bryant's Seventy-six ; Bryant's Song of Marion's Men. 

TJic Causes of tJic Revolution 

113. England Tries to Control American Commerce. 

— In the seventeenth and eighteenth centuries European 
countries planted colonies as a means of increasing their 

L30 



THE REVOLUTION 131 

own trade. In accordance with this theory, England valued 
her American colonies according to the wealth she gained 
from them. To secure control of colonial trade, therefore, 
Parliament began in 1651, thirty-one years after the landing 
of the Pilgrims, to pass the famous Naviga- jhe Navigation 
tion Laws and Acts of Trade. These laws Laws and Acts 
required, (i) that all trade between the colo- 
nies should be carried on in ships built in England or in 
the colonies; (2) that the colonies should not export such 
colonial products as sugar, tobacco, iron, furs, and lum- 
ber to any part of the world except England or some 
English colony ; (3) that all European goods should 
be bought in England and brought over to the colonies 
on English vessels ; (4) that the colonies should not man- 
ufacture any article that could be manufactured in Eng- 
land. 

The carrj'ing out of these laws would injure the colo- 
nists in the following ways: (i) A profitable trade with the 
Dutch would be cut off at a single stroke ; (2) ^-^^^^ .^^^ .^^^^^ 
whatever colonial products the English manu- the colonies in 
facturer needed he could buy of the colonies *o"'"^^>'8' 
at his own price ; (3) as the colonists were compelled to 
buy European goods in England, they had to pay whatever 
English merchants charged, or not buy at all ; (4) while the 
law providing that all European goods should be imported 
in English ships would put money into the pockets of the 
English ship-owner, it would almost ruin the ship-building 
industry in the colonies, and throw thousands of sailors 
out of emplovment. 

114. The Sugar Act and Smuggling. — In 1733 the fa- 
mous Sugar Act was passed to protect the English West 
India sugar islands. By this act a prohibitory duty was 
laid upon the sugar and molasses imported into the colonies 
from the French islands in the West Indies. The principal 
exports of New England were lumber and fish. The infe- 
rior qualities of fish were carried to the French islands and 
exchanged with profit for sugar and molasses. There was 
Ihus a double advantage to New England in this trade : 



132 



HISTORY OF THE UNITED STATES 



(i) The French would buy fish which were not salable 
elsewhere; (2) they were willing to sell at a low price their 
Advantages of sugar and molasscs. On the other hand, the 
the''Fren^h*west Ncw Euglandcrs made the sugar and molasses 
Indies. into rum, part of which they consumed at 

home, and the remainder they took to Africa, where they 
exchanged it for slaves to be sold to the Southern colonies. 
All this trade was extremely profitable for New England, 
and was one of the principal sources of wealth. New Eng- 
land merchants saw that if 
the Sugar Act should be en- 
smuggiing or forccd the profits 

financial ruin. of their Wcst lu- 

I ia trade must be greatly 
hminished. Financial ruin 
threatened them. They had 
t » choose between that and 
nuggling. They chose 
nuggling, because they be- 
I ived the law' was an unjust 
interference with the natural 
rights of free-born English- 
men. 

115. James Otis Defends 
New England Merchants 
Against Writs of Assistance. — As long as England allowed 
this smuggling to go on all went well with the colonies. 
But after the Last French War, the English Govern- 
ment decided to put a stop to this contraband trade. Eng- 
land was greatly in debt. Money had to be raised, and it 
was thought that by enforcing the Navigation and Trade 
Laws the profits of colonial trade would be turned over to 
^ . ^. English merchants. Legal papers called Writs 

England issues '^ / 

Writs of Assist^ of Assistaucc wcrc issucd (1761). They were 
*"*^*- general search-warrants, which empowered 

officers to go into any warehouse or private dwelling in 
search of contraband goods. With these odious papers in 
hand, custom-house officers could at any time enter a ware- 




JAMES OTIS. 



THE REVOLUTION 1 33 

house or a private dwelliiicr, and ransack it from garret to 
cellar. In this way many thousand dollars' worth of goods 
were seized and confiscated. 

The people were furious. James Otis, of Massachusetts, 
defended the colonial merchants in a test case. He made a 
great speech, in which he earnestly contended otis declares that 
that the colonists were not bound to obey any out^rTpresenta" ^ 
law not made by their own representatives, tion is tyranny." 
The keynote of his speech w*as " Taxation without rep- 
resentation is tyranny," and it sounded from Massachusetts 
to Georgia. 

ii6. Parliament Passes the Stamp Act. — We have 
just seen how England, in protecting her merchants, ship- 
owners, and manufacturers, had indirectly ^ taxed the colo- 
nies. In thus taxing them England regarded the colonies as 
trading companies whose main purpose, from her standpoint, 
was to enrich the mother countr3\ The colo- The colonies sub= 

1 1 1 •,, 1 , 1 • !• i. i i- 4" mit to indirect tax= 

nies had submitted to such indirect taxation ol ation for three 
their trade and industries because (i) it was reasons, 
usual, the world over, for colonies to have their trade thus 
taxed by their mother-country; (2) the English navy pro- 
tected the commerce of the colonies; and (3) the Trade 
Laws were not strictly enforced. 

But in 1764 the English Government decided to levy a 
direct tax upon them. As we have seen, England, by 
reason of the expensive Intercolonial Wars (1689-1763) 
was greatly in debt. The king's representative in the 
ministry. Lord Grenville, maintained that this debt was 
incurred in the defence of the colonies. He said that it 
was now time that the colonies should pay their share of 
their defence. Grenville seemed to forget that the colo- 
nies Jiad paid their share, and were themselves heavily in 

• A tax levied directly on a person or property is a direct tax. One levied on 
trade is an indirect tax. When a man pays a tax on his house, his horse and car- 
riage, or any other form of property, he pays a direct tax. When a merchant im- 
ports goods upon which a duty has been laid by the government, he pays this duty 
to the government through the custom-house. Such a duty is called an indirect 
tax. The taxes for the support of our national government are usually indirect. 



134 



HISTORY OF THE UNITED STATES 



standing army 
in America. 



■4m 



!> 



v^-Q^: 



debt. He seemed to forget, also, that all these wars were 
fought quite as much to protect the English trade as to de- 
The colonies to be fciid the colouies. Now that the French were 
required to help drivcu out, a Standing army of from 10,000 

to maintain a > i i > • a • 

to 20,000 men was to be kept up in America 
for the purpose, among other things, of pro- 
tecting the colonies from the Indians. A standing army, it 
was argued, would prevent a repetition of an Indian upris- 
ing, such as Pontiac's conspiracy. Moreover, if such a 
permanent standing army was to be maintained in the colo- 
nies for their defence, it seemed fair to Grenville and to 
the king that the colonies should share 
in the expense. 

During the Intercolonial Wars the 
various colonies paid their share of 
Colonies slow in expeusc by raising money 

payins: taxes dur= • , • •i.'„ 

ing the Intercolo= 1" rCSpOUSC tO rcqUlSltlOU 

niai Wars. made by the king's agents. 

But they were very slow about it. It 
was difficult to get any legislature to 
vote money for soldiers and supplies 
unless the danger threatened its own 
colony. Such a system was Aveak and 
lame, and it prevented prompt and united action. Some 
more effective plan of taxation seemed not only desirable 
but imperative. The Stamp Act offered such a scheme, 
and it became a law in March, ^ 1765. 

117. How the Stamp Act Was Received in America.— 

This act required the colonies to use stamped paper for 

newspapers, almanacs, pamphlets, advertisements, and all 

kinds of legal documents. These stamps cost 

The stamp Act. ^^y ^■^^ ^^^ ^^.^^^^ ^j^ ^^^^^^ ^^ thirty dollars 

each. Grenville thought this tax would be fair because it 
would fall upon all alike. 



llli!llllliyiilllBlll.iMli 



A ROYAL STAMP. 



' Tt is certain that up to this time, as later during the Revolution (1775-1783), 
and the critical period (1783-1789), the American people suffered greatly for lack of 
some central taxing power. England's purpose was to supply this lack by a system 
of direct taxation furnished in the Stamp Act. 



THE REVOLUTION 



135 



But he found that the Stamp Act aroused a storm of 
angry opposition throughout the colonies.' Organizations 
called "Sons of Liberty" were formed. Mer- its effects upon 
chants banded together to import no more the colonists, 
goods from England until the Stamp Act should be repealed. 
They urged the necessity of manufacturing in the colonies. 
They decided to stop eating ^ 

mutton, that they might have 
more wool for manufactur- 
ing. The day the Stamp 
Act went into effect was 
made a day of mourning.- 
Bells tolled, flags were low- 

I At Portsmouth, 
New Hampshire, the 
people bore to an open 
grave a coffin with this 
inscription : " Liberty, 
aged CXLV years." 
The solemn procession 
marched to the beating 
of muffled drums. On 
reaching the grave tlic 
people listened to a fu- 
neral oration over Lib- 
erty, which was sup- 
posed to be lying dead, 
but just as they were 
lowering the coffin 
some one cried," There 
are signs of life ! " The 
coffin was eagerly raised and " Liberty Revived " was inscribed upon it. At once 
the people shouted themselves hoarse because Liberty was once more alive. 

- The brave women did their share, also. They formed organizations called 
" Daughters of Liberty," and agreed to buy no more goods imported from England. 
They formed " Spinning Societies," and wove cloth for the men to wear. 

^ Faneuil Hall was built in 1742 by a Boston merchant named Peter Faneuil, 
and presented by him to the town of Boston. The first floor was to be used as a 
market-house ; the second as a town hall. Just before the Revolution, so many 
public meetings were held in Faneuil Hall that it was proudly called " The Cradle 
of Liberty." In " The Cradle of Liberty" the people met, day after day, in 1773 
(see par. 127) to decide upon some plan of action about the tea in Boston Harbor. 
The last of these meetings was so large that it had to be held in the Old South Church. 




FANEUIL HALL, "THE CRADLE OF LIBERTY.''^ 



136 



HISTORY OF THE UNITED STATES 



ered, and business houses were closed to indicate that lib- 
erty was dead. 

ii8. Patrick Henry Introduces the Virginia Resolu- 
tions. — In May the Virginia Legislature met at Williams- 
burg. It included the most eminent men of Virginia, and 
they were anxious to act wisely. In the midst o( the gen- 
Patrick Henry's ^^"^^ doubt and pcrplcxlty, Patrick Henry ^ 
famous resoiu= arosc and introduced his famous resolutions. 
*'""^ In these he declared that the " General Assem- 

bh^ of the colony had the sole right and power of laying 
taxes in the colony." xA.n exciting debate followed. George 



O' 



[^-ij.* Bos TDK, June 1765. * 

;^ Faneuii'H^W LOTTERY, No. Fivj, * 

S TpHE PofTeffor of this Ticket (No. S^^J^S) ^ 
CI JL » is intitlcd to any Prize" drawn agaieft faid ^ 
Number, io a Lottery granted by an ASt of ^ 
the GcDeralCourt of the Province of the MaJacAuJeffi- ^ 
Bay, for Rcbuiidipg Faneuil-Hali. ; fabjcft to no ^ 
Dcduftion. JC^^ J^ ..^j^ # 



'# 




A RELIC OF FAXEIII. HALL. 

Washington was present and Thomas Jefferson stood at the 
door earnestly listening. He tells us later that the discus 
sion was " most bloody." The opposition only 
and speech. ^^^^ ^^^ passiou of Henry, and in a burst of 

wrathful eloquence he ended his speech in words never 
to be forgotten: " Cccsar had his Brutus, Charles the 
First his Cromwell, and George the Third "—" Treason ! 

' He was at this time just twenty-nine, tall in figure, but stooping, with a grim 
expression, small, blue eyes which had a peculiar twinkle, and wore a brown wig 
without powder, a "peach-blossom coat," leather knee-breeches, and yarn stock- 
ings. He had ridden to Williamsburg on " a lean horse," and carried his papers in 
a pair of saddle-bags. ... As Henry came out of the Capitol a man of the 
crowd slapped him on the shoulder and cried • 

" Stick to us, old fellow, or we are gone."— Cooke's Virginia. 



THE REVOLUTION 



13; 



Treason!" wildly shunted sonic ol the members. The 
orator paused a moment and then calmly added, " may 
profit by their example. If this be treason, make the most 
of it." The excitement caused by tin's speech travelled like 
wildfire through the 
colonies. Massachu- 
setts and Virginia 
had declared them- 
selves and were 
ready to join hands 
in open resistance. 

119. The Stamp 
Act Congress (1765). 
— The English Cov- 
er n m e n t made a 
great mistake in pass- 
ing the E„g,«„d.smis= 
S t a m p take in passing 
Act. The the stamp Act. 

enforcement of the 
Sugar Act affected 
the Middle and 
Southern colonies so 
little that they doubt- 
less would not have 
joined New England 
in resistance to Par- 
liament on this issue 
alone. But in the Stamp Act a grievance was presented 
which affected all the colonies alike. It furnished them a 
common ground for resistance and a common purpose for 
united action. Accordingly, the passing of the Stamp Act 
had a most important and significant result in strengthening 
the union of the colonies. In June Massachusetts sent out a 
call for a general congress to discuss the situation and agree 
upon some plan of action. Representatives from nine of 
the colonies met at New York in October and passed reso- 
lutions similar to those of Virginia. They sent a memorial 




' I know not what course others may take, but as for me, 
give me liberty or give me death ! " 



138 HISrORY OF THE UNITED STATES 

to the king acknowledging his sovereignty, and a remon- 
strance to Parliament declaring it had no right to tax them. 
This congress should have been a warning to George III. 

120. Repeal of the Stamp Act (1766).— But the most 
effective action of the colonists was their non-importation 
Effect of non= agreements. One-third of England's trade 
E^i^gHs'h^me""''*'" '^^^^ ^^'^^^^ ^^^^ colouics. In 1 7/2 it amounted 
chants. to $30,000,000. Nou-importation, therefore, 
caused a serious loss to English merchants, and they eagerly 
begged Parliament to repeal the Stamp Act. The debate 
in Parliament over the repeal showed that many English 
statesmen stoutly defended the colonies in their opposition 
to the direct taxation without representation. Said Will- 
iam Pitt, in a stirring speech in the House of Commons: 
" Sir, I rejoice that America has resisted ! Three millions 
William Pitt op= ^^ people so dead to all the feelings of liberty 
poses the Stamp as Voluntarily to submit to be slaves would 
^'^*' have been fit instruments to make slaves of 
all the rest." Parliament voted to repeal the act, but de- 
clared its ri£-/it to di/id the colonies in all cases. It was this 
very r?>/^/ to tax an unrepresented people that the colonies 
called in question. 

121. Taxation Without Representation in America. — 
The colonists claimed that as freeboi"n Englishmen in Amer- 
ica they had, granted to them in their charters, the same 
rights and privileges as freeborn Englishmen in the mother- 
country. The only difference between the man of Kent 
(England) and the man of Massachusetts was in the author- 
ity that taxed him. The government in Kent consisted of 
the king and Parliament ; the government in Massachusetts 
of the king and the colonial assembly. The king could exer- 
cise no more power in Massachusetts than in Kent, while the 
taxing power in Kent was Parliament and in Massachusetts 
was the colonial assembly. This was the position taken by 
the Whig ^ party in America, not by all the colonists. 

' The Whigs were those who opposed the king's schemes of taxing the Ameri- 
cans without their consent. The supporters of the king, who at this time included 
a large part of the American people, were called Loyalists, or Tories. 



THE REVOLUTION I39 

122, Taxation Without Representation in England. — 
We cannot iindcistand the real meaning of the Revolution 
in America without looking into a similar struggle that was 
at the same time going on in England. Some Americans 
did not oppose England and some Englishmen did not join 
hands against America, It was in each country the same 
kind of struggle — a struggle between hostile principles. 
There was taxation without representation in England, as 
well as in America, and many Englishmen, like William Pitt, 
were as much opposed to it there as men like Samuel 
Adams and Patrick Henry were opposed to it in America. 
William Pitt and his followers represented the true feeling 
of the English people toward America. 

At this time Parliament did not fairly represent the peo- 
ple of England. Great towns like Manchester, Liverpool, 
Birmingham, and Leeds were not represented The English peo- 
at all, and members were returned for boroughs ^'^ "°* fairiy rep- 

^ '^ resented in Par- 

that had no existence except in name. Such liament. 
boroughs were called rotten boroughs, or pocket boroughs, 
which were owned by the great families. Long after Old 
Sarum, a noted rotten borough, had no population, a mem- 
ber, representing its owner, was i"eturned to the House of 
Commons. In a population of 8,000,000 only about 160,- 
000, or one-tenth of the men of voting age in England, 
could vote.^ A few great families controlled the House of 
Commons, Certainly the mass of Englishmen could justly 
complain of taxation without representation. Among them 
was the great William Pitt, who urged upon the people the 
justice of parliamentary reform, with a fair and full repre- 
sentation of the English people in the House of Commons. 

123, George III. and Personal Government, — " George, 
be King," said George the Third's mother when he was 

' In our own country the people are fairly and equally represented in the na- 
tional House of Representatives. The unit of representation, or the number of 
people entitled to one representative since the last census of 1890, has been 173,901. 
This means that the number of representatives in Congress from any State may be 
found by dividing its population by 173,901. For example, Pennsylvania has 30 
representatives and Delaware hv.i one. But every State, large or small, has twT 
members in the Senate. 



I40 



HISTORY OF THE UNITED STATES 



crowned. That advice pleased the young ruler, who was 
then only twenty-two years old. His controlling purpose 
The views of was to cstabHsh personal government in Eng- 

Georgeiii. land. His desire for arbitrary power, together 

with his narrowness and bigotry, had much influence in 
bringing on the Revolution. He cared little for the rights 

of the people. The 
more power they 
had the less he 
would enjoy. By 
the corrupt use of 
money he succeeded 
in controlling the 
elections. His de- 
sire was to make 
Parliament repre- 
sent him and a few 
great families that 
were in the political 
ling with him. He 
maintained his in- 
fluence largely 
through boss-like 
methods, keeping 
his followers under 
control by the use 
of an immense cor- 
ruption fund. As long as a large number of small boroughs 
remained under the control of his friends, the king could 
maintain his tyrannical hold upon the government. 

But if the Americans should succeed in their struggle 

for " No taxation without representation," there was little 

doubt that in time Englishmen would succeed in a similar 

struggle for parliamentary reform, or " No 

Why the king '^i=' . , ^ -^ . . ' , , ,, 

wished to tax the taxation without representation in England. 
Americans. jf ^^g Americans were not repressed, their 

success would make certain the failure of the king's pet 
scheme of personal government. King George, therefore, 




KIN'G GEORGE III. 



THE REVOLUTION 141 

was deeply chagrined when the Stamp Act was repealed. 
He could not let the matter rest here, however, but the 
next year (1767) he again tried to force new taxes upon 
America. We shall see how well he succeeded. 

124. The New Taxes of 1767. — In 1767 Townshend, 
acting as the king's tool, induced Parliament to levy new 
port duties on a few articles, including glass, lead, paper, 
and tea. The colonies had objected to a stamp tax because 
it was a direct tax. As these new taxes were indirect, 
Townshend and King George thought the Americans might 
not refuse to pay them. But in this they wholly misunder- 
stood the temper and feeling of the American people. The 
new taxes were opposed quite as violently as the Stamp Act 
had been. 

We can easily understand the feelings of the colonists 
when we see the purpose of the taxes. The Sugar Act 
(see par. 114), was to be strictly enforced by commissioners 
who were to use the hated Writs of Assistance purpose of the 
in searching for smuggled goods. The money "*^ t^"^*- 
raised by these taxes was to be used not only to pay the 
colonial governors, judges, and crown attorne3S, and thus 
make all these officials independent of the people, but also 
to maintain a small English army in the colonies. The re- 
mainder, if there should be any, was to be used in pensioning 
men of influence. This last was in reality a corruption fund 
to bribe men to become the king's tools. Thus we see that 
the colonists themselves were to pa}^ the taxes which should 
keep their governors and judges independent of them. 

When we recall the bitter struggle between the people 
and the royal governors over this question of allowing a 
fixed salary, we can easily realize why this Bitter opposition 
measure was so unpopular. Then, too, in pay- **»*■'« new taxes. 
ing this tax the people were supporting a standing army 
whose very presence was plainly intended to enforce the 
personal rule of the king. In a word, the people were to 
pay taxes whose real purpose was to deprive them of the 
rights of freeborn citizens. 

Massachusetts led in the opposition. She sent a circu- 



142 HISTORY OF THE UNITED STATES 

lar letter to the other colonies for the purpose of securing 

some united plan of action against the Townshend Acts. 

The result was that the colonies again ag'reed 

Results. 

to import no more goods from England, and 
they thus greatly injured English ship-owners and mer- 
chants. In the next two years English imports to New 
Enofland fell off one-half, and to New York five-sixths. 

125. The Redcoats^ and the "Boston Massacre" (1770). 
— King George at length decided to send troops to Amer- 
ica to enforce the revenue laws. In the autumn of 1768 they 
arrived in Boston. Their presence was regarded as a men- 
ace, and was a constant source of annoyance. Quarrels 
between them and the people were of frequent occurrence ; 
and finally one evening in March, J 770, the crisis came in a 
disturbance which took place in State Street in front of 
what was then the Custom House but is now the old State 
House. The soldiers fired upon the people, killing three 
and wounding many others. This was called the " Boston 
Massacre." The next day an immense town meeting was 
held, and the people, through Samuel Adams as spokesman, 
demanded that the troops should be removed. They were 
withdrawn to an island in the harbor. 

126. Committees of Correspondence (1772-1773). — The 
need of united action among the towns of Massachusetts 
was now pressing. It was hard to tell what new danger 
might at any hour fall upon the people. So Samuel Adams 
proposed, in town meeting, that committees of correspond- 
ence should be appointed in the towns. His plan was car- 
ried out (1772). In the following year Dabney Carr of 
Virginia suggested committees of correspondence for the 
various colonies. When these committees were organized 
the colonies rapidly drew closer and closer together in their 
sympathies. This was a bold step, which led later, as we 
shall see, to the Continental Congress and open war. 

127. Samuel Adams^ and the " Boston Tea Party" (i773). 
— The new duties were no more successful than the Stamp 

' The English soldiers wore red uniforms. They were therefore called Redcoats. 
'■^ Samuel Adams has been called the " Father of the Revolution " He was dis- 



THE REVOLUTION 



143 



Act had been, for again colonial merchants refused to im- 
port English goods. Again English merchants begged for 













'''M 









^J- -- rrfv.^??^< 










THK "BOSTON MASSACRE. 
From ati engraving by Paul Revere. 

a repeal. But the stupid king could not understand the 
Americans. Thus far he had failed. He now resorted to 

tinguished for his courage and perseverance and for his ability as a leader of men. 
Like Jefferson, he was full of sympathy for the toiling masses, and easily won their 
confidence. In 1774, General Gage offered him money and official advancement 
if he would give his influence and services to the king. Although Samuel Adams 
was poor, yet true to himself and to his countrymen, he scorned the offer. He was 
the first American to advocate independence of England, and was one of the fore- 
most leaders that prepared the people to adopt the Declaration of Independence. 



144 



HISTORY OF THE UNITED STATES 



a trick by which he hoped to induce the cok)nists to pay 
a small tax levied by Parliament. He took off all the new 
George Third's taxes cxcept the One on tea. "There must 
trick in levying bc oiie tax to keep the right to tax," he said. 
The tax on tea was to be only threepence 
a pound in America, instead of sixpence, as in England. 
This not only enabled the colonists to buy tea cheaper 

than it could be bought by 
the people in England, but 
also cheaper than it could 
be bought when the colonists 
smuggled it from Holland. 
But still they refused to im- 
port the taxed tea. 



y jLpiT 




TABLET IN THE TOWta. 



The East India Company decided to ship cargoes to such 
important ports as Boston, New York, Philadelphia, and 
Taxed tea sent to Charleston. When the tea arrived the people 
America. j,^ Ncw York and Philadelphia refused to let it 

land, and the people in Charleston stored it in damp cellars, 
where it spoiled. In Boston the people were determined to 
send it back, but Governor Hutchinson refused to let this 



THE REVOLUTION I45 

be done. For nineteen days the struggle continued. On 
the nineteenth day the excitement in Boston was intense. 
If the cargfo of tea should remain in the harbor till the 
twentieth day the law permitted it to be landed. All day 
long the town meeting continued in Boston. Seven thou- 
sand men crowded the Old South Church ' and the streets 
outside. 

At nightfall a messenger brought word from the gov- 
ernor that he would not permit the tea to be returned to 
England. At once Samuel Adams, moderator The •• Boston Tea 
of the meeting, arose and said: "This meeting Party." 
can do nothinsf more to save the countrv." As if this were 
the signal, a warwhoop was heard, and fort}^ or fifty men, 
disguised as Indians, proceeded down the street toward 
Gritfin's Wharf.'- Boarding the tea-ships they ripped open 
every chest, and spilled the tea into the harbor. A large 
party of people stood by while the "Indians" were empty- 
ing the chests, but everyone was quiet and orderly. This 
was the famous " Boston Tea Party," at which some of the 
best people of Boston were present (1773). 

128. Boston Punished for its Tea Party. — King George 
was \{i\-y angr)- at these high-handed proceedings. In or- 
der to punish the Boston people for what they had done, 
Parliament passed the Boston Port Bill, which closed the 
port of Boston to all trade until the town should pay for 
the tea that had been destroyed. Another law, known as 
the Massachusetts Act, annulled the charter, and took away 
free government from the people. A military governor, 
General Gage, like the Stuart governor Andros, was ap- 
pointed to stand for the tyrann}- of an arbitrary king. 
Surely George III. and his followers little realized the love 
of self-government in these stubborn, unruly colonists ! 

129. The Colonies Unite in Support of Massachu- 
setts. — -The English (iovcrnmcnt dcteiniined to make an 

' Tlie Old Soutli Clnircli is still stainlinu- on Wasliiiijiluii Street, at the corner of 
Milk. 

* A tablet on Atlantic Avenue now marks the spot where the Tea Party reached 
the wharf. 



146 HISTORY OF THE UNITED STATES 

example of Boston, and hoped in this way to frighten the 
other colonies into submission. Contrary to the expecta- 
tion of the Government, the effect of the oppressive meas- 
ures was to unite the colonies in sympathetic support of 
the Massachusetts people. Through the committees of cor- 
respondence the colonies could now act together more 
promptly than ever before. Provisions were sent from 
every direction to the suffering people in Boston. Help 
came from even the far-away Carolinas. Patrick Henry ^ 
angrily cried : " We must fight. I repeat it, 

"We must fight." . ^ -^ ^ , ^ , ^ . ^ ' 

sir; we must nght. 1 know not what course 
others may take, but as for me, give me liberty or give me 
death." 

The excitement was everywhere intense. United action 
was a necessity. The Continental Congress, meeting in 
The Continental Carpenters' Hall, Philadelphia, was the out- 
congress. comc (September 5, 1774). All the colonies 

except Georgia^ were represented. This Congress declared 
the colonies had a right to govern themselves and levy 
their own taxes. It further declared that, should England 
attempt to force Massachusetts to submission, the other 
colonies would join Massachusetts in forcible resistance. 



TO THE PUPIL 

1. Name four requirements of the Navigation Laws and the Acts of 

Trade. In what four ways did these laws injure the colonists ? 

2. What advantages did New England merchants have in trading with 

the French islands in the West Indies ? Do you think these mer- 
chants were right in smuggling ? Give reasons for your answer. 
How were the Writs of Assistance connected with smuggling? 

3. What is the difference between a direct and an indirect tax ? Why 

had the colonies submitted to indirect taxation ? 

4. What was the object of the English Government in levying the stamp 

tax ? From the English stand point, give reasons why it was just 
that such a tax should be imposed upon the Americans. 

' This great speech by the famous orator of the Revolution was made in " Old 
St. John's Church," Richmond, Va. This church is still standing. 

-' Georgia people were in sympathy with the Congress, but her royal governor 
prevented the appointment of delegates. 



THE REVOLUTION I47 

5. Subject for debate : Resolved that England had the right to levy the 

stamp tax upon the colonies. 

6. What colonies did the Sugar Act of 1733 affect most seriously? 

What colonies did the Stamp Act affect ? How, then, did the Eng- 
lish Government make a great mistake in passing the Stamp Act ? 

7. Why did England repeal the Stamp Act ? 

8. What did James Otis mean by saying that "taxation without repre- 

sentation is tyranny"? In what way did Otis and those agreeing 
with him think that direct taxes should be levied in America ? Was 
Otis right in his views of taxation ? Give reasons for your answer. 

9. Why were William Pitt and his followers in England opposed to the 

Stamp Act ? Do you see clearly what was meant by taxation with- 
out representation in England ? 

10. What were King George's ideas of government for both England and 

America ? If a man like William Pitt had been king of England, do 
you think there would have been any American Revolution? Give 
reasons for your ansv^er. 

11. What was the purpose of the new taxes of 1767 ? Why were com- 

mittees of correspondence organized and with what result ? Find 
out all you can about the influence of Samuel Adams in these trying 
times. 

12. What events led to the Boston Tea Party ? You can easily trace 

the connection between the destruction of the tea and the Conti- 
nental Congress. 

13. Make an outline of the topics discussed under the " Causes of the 

Revolution" and try to discover a causal connection between the 
events. 

14. 1763 and 177s, between which most of these events took place, are 

well worth remembering. 

15. In studying the Revolution, do not fail to read Fiske's War of Inde- 

pendence. 



THE WAR BEGINS 

130. Battles of Lexington and Concord (April 19, 1775). 
— General Gage, as military governor of Massachusetts, re- 
mained at Boston with 3,000 British troops. But the peo- 
ple outside of Boston refused to recognize his authority, 
and through their Provincial Congress governed them- 
selves as well as they could. This Congress was a provis- 
ional government, organized by the people to take the 
place of the Colonial Assembly which General Gage had 



148 HISTORY OF THE UNITED STATES 

dissolved. John Hancock was its president and Samuel 
Adams was its leading spirit. It prepared for war. Twenty 
^^ r. • • . thousand men were ordered to be ready, at 

The Provincial _ _ -^ ' 

Congress and the a miuutc's uoticc, to march to any point of 

*' Minute=nien." i "-ri n 1 n • i. " 

danger, i hey were called "mmute-men. 

In April General Gage received orders from England to 
arrest John Hancock and Samuel Adams and send them to 
England to be tried for treason. About the same time the 
governor heard that the minute-men had collected some 
English troo s military stores at Concord, twenty miles from 
sent to Lexington Bostou. As Haucock and Adams were stay- 
and Concord. j^^g. ^^[^\j ^ friend in Lexington, Gage decided 

to send out troops for the purpose of arresting them and at 
the same time destroying the military stores' at Concord. 
About midnight eight hundred English soldiers started 
from Boston. But the minute-men were on the watch. 
Dr. Joseph Warren^ sent Paul Revere and William Dawes^ 
to warn his two friends and to spread the alarm, " The 
regulars are coming ! 

Early next morning (April 19, 1775), when the English 
troops reached Lexington, Hancock and Adams had made 
their escape, and a party of minute-men were drawn up on 
Lexington Common. Soon the English fired upon them, 
killing seven of their number, and then passed on to Con- 
cord. Here they destroyed the small part of the military 
stores which the Americans had not had time to conceal. 

' Dr. Joseph Warren was a prominent patriot leader and a warm friend of Sam- 
uel Adams. Referring to the British soldiers he said: "Those fellows say we 
won't fight. By heavens, I hope I shall die up to my knees in blood." He was 
killed at Bunker Hill. 

^ William Dawes rode on horseback by way of Roxbury. Paul Revere went 
over from Boston to Charlestown in a boat and there awaited a signal which was 
given by a lantern hung in the belfry of the Old North Church. At eleven o'clock 
on that beautiful moonlight night he mounted his horse. Speeding his way through 
Medford he barely escaped capture by some British officers. From Lexington, where 
his warning saved Hancock and Adams from capture, he pressed on toward Concord, 
in company with Dr. Samuel Prescott and William Dawes. Between Lexington 
and Concord some British officers captured Dawes and Revere, took them back 
to Lexington, and there released them. Paul Revere's ride is graphically described 
in Longfellow's famous poem, but some of the details are not historically accurate. 



THE REVOLUTION 



149 



Again they found miniitc-inen, in ever-increasing numbers, 
angrily facing them. At the old Concord Bridge the hght 
began in earnest, and men fell on each side. The fight at 
From every direction the minute-men came concord Bridge, 
flocking in and the English were forced to retreat, loading 
and firing as they marched. 

From behind rocks and trees, fences and barns, the min- 
ute-men shot the tired soldiers. On the English soldiers 
pushed, but they had 
to leave the dead and 
dying scattered 
along the road. At 
Lexington they met 
reinforcements sent 
from Boston. But 
for these fresh troops 
all of the eight hun- 
dred men sent out to 
Concord would have 
been captured. As 
it was, the whole 
force of about 2,000 
men fled in confusion 
from Lexington to Boston, barely saving themselves from 
capture. The British lost about three hundred men ; the 
Americans, about one hundred. The British Retreatofthe 
were glad to find shelter in Boston, around English to Boston, 
which in a few days were gathered 16,000 Americans. It 
was a good beginning for the patriot arm}-. 

131. The Colonies Unite for Resistance.— On Mav 10 
(1775) there was a second meeting of the Continental Con- 
gress at Philadelphia. John Hancock, of ^Lassachusetts, 
was chosen president. The colonies voted to jhe second meet- 
unite in resisting England, and for that pur- ing of the conti= 
pose to raise an army of 20,000 men, whose "^n'^' Congress, 
expenses were to be paid by the united colonies. George 
Washington was appointed commander-in-chief of the Con- 
tinental army. 




BOSTON 

mid Vieiiiit}-. 



Scale of Mile 



150 HISTORY OF THE UNITED STATES 

While Congress was passing these war measures New 
England was actually engaged in pushing the war. Sixteen 
thousand yeoman troops were already besieging Boston, 
and on the day that Congress met, Ethan Allen from Ver- 
mont and Benedict Arnold from Connecticut led a force 
Americans capture ^^hich surpHscd and capturcd Ticonderoga, 
Ticonderoga and thus sccuring an important fort. Two days 
Crown Point. ^^^^^ Crowu Point was taken. With these 
forts they secured two hundred and twenty cannon and 
other militar}' supplies. The Americans now had control 
of the line of communication between New York and Can- 
ada. They vainly hoped Canada would join them in their 
struggle. In November, 1775, they captured St. John's and 
Montreal. On December 30th Montgomery and Arnold 
made a gallant attack upon Quebec, but were driven back. 
Montgomery was killed and Arnold wounded. It was 
plain that the colonies meant to fight and that the war had 
already begun. 

132. Battle of Bunker Hill (June 17, 1775).— In the 
meantime the English troops had been increased to 10,000, 
and Howe had been sent over to take the place of Gage as 
their commander. The English general saw the impor- 
tance of occupying the heights in Charlestown known as 
Bunker Hill and Breed's Hill. If the Americans should 
secure them it would be very difficult for the British troops 
The Americans ^'^ remain in Boston. But the English were 
fortify Breed's not quick cnough. About the middle of the 
"'"■ night preceding June 17th, 1,500 Americans, 

led by Colonel Prescott and aided later by General Putnam 
and General Warren, began throwing up breastworks on 
Breed's Hill. All night they toiled, and in the morning the 
British were surprised to find that the Americans had got 
ahead of them in occupying this important position. 

Later in the day Howe, at the head of about 2,500 men, 
tried to drive the Americans out of their intrenchments. 
The British supposed the Americans would not stand an 
attack, but in this they were mistaken. As the English 
troops marched up the hill the Americans bravely waited 



THE REVOLUTION 



^51 



until the regulars were within fifty yards. Prescott's orders 
were "Aim low ! wait till you see the whites of their eyes." 
They did wait, and then they poured forth General Howe 
such a deadly fire that the English retreated attacks the 
down the hill, leaving the ground covered Americans, 
with their dead and wounded. Before making a second 
attack the English set fire to Charlestown, and then a second 




THE WASHINGTON ELM AT CAMBRIDGE. 



time were driven by American bullets down the hill. By 
this time the ammunition of the Americans had given out, 
and slowly and stubbornly they retired, fighting with 
clubbed muskets as they went. Among their dead was the 
brave General Warren. 

The British lost over one thousand, or more than one- 
third of their attacking force, while the Amcr- Results of the bat- 
icans lost about four hundred and fifty. Al- tie of Bunker hiii. 
though the Americans had to give up their position, they 



r52 



HISTORY OF THE UNITED STATES 



gained a moral victory because their brave fighting inspired 
the people with courage and hope. When Washington 
heard that the raw American troops stood fire he said : " The 
liberties of the country are safe." It was a glad day for 
the American colonies. 

^33- Washington Drives the British out of Boston.— 
About two weeks after the battle of Bunker Hill Washing- 




THE CRAIGIE HOUSE, WASHINGTON'S HEADQUARTERS AT CAMBRIDGE (AFTER- 
WARD THE RESIDENCE OF LONGFELLOW). 

ton arrived at Cambridge and formally took command of 
the American army (July 3), under the famous elm still 
Washington's Standing near Harvard University. His army 
army. ^vas in no condition for fighting. The men 

were in every way without proper equipment. Only a 
limited number had muskets, and ver}' few had bayonets. 
Besides, there was a great scarcity of cannon and powder. 
Of course, under such conditions, Washington could not 
attack the enemy. 



THE REVOLUTION 153 

Early in March, 1776, however, having received cannon' 
and ammunition, he seized Dorchester Heights, on the 
south of Boston, and threw up intrenchments jhe Americans 
there as the Americans had done on Bunker seize Dorchester 
Hill in the previous June. Howe saw that he "^'k''**- 
must drive Washington off the heights or leave Boston. 
He proposed to storm the works, but bad weather delayed 
him until the position had been made too strong to be suc- 
cessfully attacked. The British, therefore, evacuated Bos- 
ton and went to Halifax. 

TO THE PUPIL 

1. Why were English troops sent to Lexington and Concord ? What 

results followed this expedition ? 

2. Impersonating Paul Revere, •write an account of his famous ride. 

What did the Continental Congress do at its second meeting? 

3. As an aid to the intelligent study of the Battle of Bunker Hill, draw a 

map of Boston and its surroundings. Why was this battle fought ? 
What effect did it have upon the Americans ? 

4. Describe the difficulties Washington had to face after taking com- 

mand of the American army. 

5. Do not fail to read, over and over again, Holmes's Grandmother's 

Story of Bunker Hill Battle. 



THE STRUGGLE FOR THE HUDSON RIVER AND THE MIDDLE 
STATES IN 1776 

134. The Declaration of Independence (July 4, 1776.) — 

When the first gun of the Revolution was fired, Samuel 
Adams stood almost alone in his wish for the political 
separation of America from England. One year later, 
however, the desire for independence grew r. • * ,, 

' 1^ !=> Desirefor indepen« 

rapidly. The king had refused to hear the dence grows 
petition sent to him by the Continental Con- ""^P'^^'y- 
gress ; he had called the colonists rebels; he had sent his 
ships of war to burn their towns; and worst of all, had 

' These cannon, numbering fifty, came from Ticonderoga, which had been capt- 
ured the previous year. Along with other supplies, they were brought down on 
sledges drawn by oxen. 



154 



HISTORY OF THE UNITED STATES 



hired Hessian* soldiers to make war upon them. About 
this time Thomas Paine published Coinjnoii Sense — a pam- 
phlet which urged many reasons why America should sepa- 
rate from England. The fact that war already existed had 
weakened the bond of union, and Paine's arguments led 
many to look with favor upon the idea of independence. 

Virginia took a lead- 
ing part by instructing 
her delegates in Con- 
gress to vote for inde- 
pendence. This action 
on the part of Virginia 
had its due influence 
upon the other colonies. 
The Stamp Act, the Bos- 
ton Port Bill, and the 
other unpopular meas- 
ures of the King and Par- 
liament, had drawn the 
colonies much closer to- 
gether. They were be- 
ginning not only to real- 
ize the value of united 
action but to have a feel- 
ing of self-confidence 
leading to a desire for 
independence. On June 7, Richard Henry Lee, of Vir- 
ginia, introduced a resolution " that these united colonies 
are, and of right ought to be, free and independent States."^ 
This resolution was seconded by John Adams of Massa- 

' The Hessians were so called because they came from Hesse-Cassel in Germany. 
Thirty thousand Hessians were hired during the war, 18,000 of whom were engaged 
the first year. Twelve thousand lost their lives during the war. The cost to the 
king was $22,000,000. The English Government was driven to hire Hessian troops 
because (at this time) the war was so unpopular in England that it was not easy to 
secure English volunteers to fight in America. 

^ The colonies, with the approval of Congress, began to form State governments 
in 1775. The change from a colonial to a State form of government was slight. 
In Connecticut and Rhode Island, where the people had been governing themselves 




SAMUEL ADAMS. 



THE REVOLUTION 



155 



chusetts. Thus did the leading coh)nies, Massachusetts 
and Virginia, join hands in this most important step tow- 
ard establishing the nation. 

Before July all the colonies except New York had de- 
clared themselves in favor of independence. In the mean- 
time, the committee^ which had been ap- Adoption of the 
pointed to prepare the Declaration of Inde- independence, 
pendence, made its report. This famous July 4, 1776, 
paper, written by Thomas Jefferson, was formally adopted 








INDF.I'ENHENCE HALL L\ 1776. 

in Independence Hall,"^ Philadelphia, July 4, 1776. Realiz- 
ing how serious the occasion was, John Hancock said: "We 
must be unanimous ; we must hang together." " Yes," said 
Franklin, with his ready wit, " we must all hang together, 
or else we shall all hang separately." 

135. The British Direct their Attention to the Middle 

by electing their own representatives, the only change necessary was to withdraw 
allegiance from the king. 

' The committee consisted of Thomas Jefferson, John Adams, Benjamin Frank- 
lin, Roger Sherman, and Robert R. Livingstone. 

' This building is still standing on Chestnut Street. 



158 



HISTORY OF THE UNITED STATES 



NEW YORK 

anil Viciiiit}'. 



States and the Hudson River. — The British' had failed in 
their attempts to crush the Revolution in New England. 
They had found the opposition there so stubborn that they 
had been driven out of Boston. Their next move was to try 
to get control of the Hudson River and the Middle States. 

There w^ere several reasons 
Avhy this movement attract- 

Reasons why the cd the BHtish. 

English wished to i^^ ^\-^[^ region, 

secure the Hudson ^ 

River and the OU aCCOUUt ot 

Middle States. ^^\^q mixcd char- 
acter of the population, the 
people were not so united 
and earnest in their desire 
for independence as in New 
England. A large part of 
the inhabitants were Tories,^ 
whose influence, it was 
thought, would be of much 
service to the British. The 
Hudson River was of great 
m i 1 i t a r 3' importance, be- 
cause, along with Lakes 
George and Champlain, it 
made a natural highway^ be- 
tween New York and Canada. If the British could secure 
this river, thev could cut off New England from the other 
States. British forces concentrated in New England would 
soon conquer it, and they would then make short work of 
the rest of America. In a word, British control of the 
Hudson meant certain defeat for the Americans. 

' On June 28 the British fleet attacked Fort Moultrie, in Charleston Harbor, 
South CaroHna. Colonel Moultrie commanded the fort. His men returned the Brit- 
ish fire with a precision which was surprising in untried gunners. The fleet retired, 
and South Carolina and Georgia were safe for three years. 

'^ Everywhere in America Tory sentiment was strongest among the non-English 
elements of the people. 

' Water routes were especially valuable then, because there were no railroads for 
the transportation of armies and military supplies. 




THE REVOLUTION I 59 

136. Washington's Plan of Defending New York: Battle 
of Long Island (August 27). — When the British evacu- 
ated Boston, Washington supposed that their next point of 
attack would be New York. He therefore proceeded to 
make ready its defences. Not knowing at what point the 
attack would be made, he found it necessary to prepare for 
the defence of a line of twenty miles. Just above New 
York he built Forts Lee and Washington, on opposite sides 
of the Hudson. He also fortified Brooklyn Heights, and 
sent Putnam with half the arni}^ to occup}' them. 

In the summer General Howe arrived at Staten Island 
with a powerful fleet, and an army of about 30,000 men. 
Washington had only about 18,000. On i\ugust 27 Howe 
landed on Long Island, and attacked a detachment of the 
Americans under Sullivan, whose forces were outnumbered 
four or live to one. The battle was brief and one-sided. 
The Americans were defeated and driven back behind their 
intrenchments on Brooklyn Heights. If Howe «/ i,- -^ 

■J o Washington 

had followed up his victory he might have escapes from 

captured the American army and brought the Long island, 

war to a speedy end, but as usual he was too slow. Two 
days later Washington, perceiving that the British fleet 
was moving to cut him off from New York, secured all the 
boats he could find, and, with the aid of a heavy fog, es- 
caped during the night with all his force.^ 

137. Washington's Retreat from New York and 
Across New Jersey. — Brooklyn Heights overlooked New- 
York just as Bunker Hill or Dorchester Heights over- 
looked Boston. As soon, therefore, as the British got pos- 
session of Brooklyn Heights, Washington saw that his 
army could not long remain in New York.^ A little later 

' It is surprising that \yashington could, in a single night, succeed in getting an 
army of 10,000 men across a river, at this point nearly a mile wide, without being 
discovered. It was a brilliant piece of work, which none but an able general could 
have achieved. Here, as at Dorchester Heights, the slow-witted Howe was out- 
general led. 

' During the interval of about two weeks between the retreat from Long Island 
and the evacuation of New York, the sad episode of Nathan Hale's capture and 
execution occurred. Captain Nathan Hale, who was only twenty-one years of age, 



i6o 



HISTORY OF THE UNITED STATES 



Howe, with the aid of his fleet, tried to prevent Washing- 
ton's escape by cutting off his retreat, but Washington \vas 
too alert for him. After more or less fighting near the 
The British cant- Hudsou Rivcr, north of New York, Washing- 
u re Forts Lee and ton left General Charlcs Lee with one-half 
Washington. ^j^^ ^^^^^^^ ^^ North Castlc while he crossed 

over to New Jersey. The British captured Forts Lee and 
Washington, and 3,000 men. This was a terrible loss at a 

time when ever}-- 



WASHINGTON'S RETREAT 

ACROSS NEW JERSEY. 



thing seemed to be 
going against the 
American cause. 

But even worse 
things were to fol- 
low. In order to 
prevent the British 
from carrying out 
their plan of tak- 
ing Philadelphia, 
Washington put his 
troops between that 
cit}^ and the British 
arm}'. Needing ev- 
ery available sol- 
dier, he sent Lee 
orders to join him. 
Lee did not move. 
Again and again 
Washington urged upon Lee the importance of joining 
their forces, but he remained at North Castle. He was 

was quite willing to risk his life by going as a spy into Howe's camp on Long 
Island. Hale succeeded in getting much valuable information about the enemy's 
fortifications, and was on his way back to the American army when he was captured 
and taken before General Howe. The latter promptly ordered him to be hanged 
on the next (Sunday) morning. During the night Hale asked for a clerg}^man and 
a Bible. Both were denied him. He wrote to his mother and to his betrothed, but 
the letters were torn in pieces before his eyes by the hard-hearted jailer. The last 
brave words of the martyr-spy were these : " I only regret that I have but one life to 
lose for my country." 




THE REVOLUTION l6l 

jealous of Washington, and, being second in command, he 
wished Washington to fail in order that he himself, by 
promotion, might become commander- in- Lee's disobedi- 
chief. This disobedience and jealousy put ence and jealousy. 
Washington in a critical position. 

To save his arm}^ from capture he was again forced to 
retreat — this time across New Jersey. On his line of 
march he broke down bridges and destroyed supplies which 
the British hoped to secure for their army. Often the rear- 
guard was just leaving a burning bridge when the advance 
of the British could be seen approaching. Washington's 
retreat was so skilful that the British spent nineteen 
days (November 19 to December 8) in marching a little 
over sixt}' miles. But his losses by desertion Washington's 
were great and his army seemed to be melting army melting 
away. When he reached the Delaware River away, 
he had only about 3,000 soldiers. Having previously sent on 
men to secure the boats for nearl}- one hundred miles along 
the river, he got his little army across just in time to escape 
the British, who arrived on the evening of the same day. 

138. Battle of Trenton. — These were indeed " dark and 
dismal" days. In the retreat across New Jersey the Amer- 
icans suffered greatly. Many were without Dark outlook of 
shoes and they could be tracked by crimson the American 
foot-prints upon the snow. The friends of ^"^^■ 
the patriot cause, both in England and in America, thought 
the Americans hopelessly beaten. There was doubt and 
gloom, everywhere. The British generals thought the war 
was near its close, and Cornwallis was packing up to re- 
turn to England ; for as soon as the Delaware should be- 
come frozen over the British intended to march across 
and seize Philadelphia, the " rebel " capital. It would then 
be useless for him to remain longer in America. 

But Washington was not without hope. He noted with 
satisfaction the mistake the British were making in care- 
lessly separating their army into several di- Washington's 
visions and scattering them at various points p'^"*- 
in New Jersey. In the meantime Charles Lee had been 



l62 HISTORY OF THE UNTrED STATES 

captured. His troops, now under Sullivan, had joined 
Washington, so that the entire army numbered 6,000. 
Washington at once planned to attack the body of Hessians 
stationed at Trenton. 

The attack was made on Christmas night with 2,400 
picked men. They began crossing the river early in the 
evening. Great blocks of ice, floating down the swift cur- 
rent, made the crossing slow and difficult. Massachusetts 
fishermen skilfully directed the boats, but it was four 
o'clock in the morning before the soldiers were ready to 
take up their line of march. A furious storm of snow and 
sleet beat in their faces as they plodded on toward Trenton, 
A glorious victory nine milcs away. By daybreak they had 
at Trenton. completely Surprised the Hessians and, after 

a brief struggle, had captured the whole force of more 
than 1,000 men. By one bold stroke Washington had 
changed defeat into victory and had inspired the patriot 
Americans with new hope. 

Cornwallis, filled with amazement, decided to remain a 
little longer in America. Leaving a rear-guard at Prince- 
ton to protect his supplies, he speedily advanced with a 
superior force against Washington. At nightfall January 2, 
1777, only a small creek separated the two armies, just south 
of Trenton. " At last," said Cornwallis, " we have run down 
the old fox and we will bag him in the morning." But 
Battle of Prince- Washington outgeneralled him. During the 
*""• night he not only escaped, but marched 

around Cornwallis, defeated his rear-guard at Princeton, 
captured five hundred prisoners, and then withdrew in 
safety to the heights about Morristown, where he went 
into winter quarters. 

139. Robert Morris Furnishes Money for the Army. — 
After the battle of Trenton Washington was in sore straits 
Great need of with his army. Many of the soldiers' terms of 
money for tiie scrvicc wcrc about to cxpirc, and these men 
'^"' were eager to get to their homes. Washing- 

ton knew that good money would hold them over for a few 
weeks. He wrote in haste, therefore, to his friend Robert 



THE REVOLUTION 163 

Morris, a rich merchant and banker of Philadelphia, for 
$50,000 in hard cash. Morris promptly responded. Before 
light on New Year's morning he went knocking from door 
to door to secure the money from among his friends. 
By noon the sum was made up and on its way The nobie task of 
to Washington. The army was saved and Robert Morris. 
Washington was able to bring to an end a brilliantly ex- 
ecuted campaign. Again during Greene's campaign in the 
Carolinas (1780) and during Washington's about Yorktown 
(1781), Morris came to the rescue of the army. His ample 
fortune was a silent power which none the less truly than 
the military genius of Washington made American inde- 
pendence possible. 



TO THE PUPIL 

i. Review the New England Confederacy, Franklin's Plan of Union, the 
Stamp Act Congress, and the Continental Congress. How do you 
account for the rapid growth of a desire on the part of the colonists 
for Independence ? In this connection, find out all you can about the 
Hessians. 

2. Explain the leading part taken by Virginia and Massachusetts in se- 

curing the adoption of tha Declaration of Independence. Review 
Berkeley in Virginia and Andros in Massachusetts. 

3. What were the Americans fighting for before the adoption of the Dec- 

laration of Independence ? What, after it ? 

4. Why did the British wish to secure control of the Hudson River and 

the Middle States ? Can you give any reason why the Tories were 
more numerous in this part of the country than in New England ? 

5. What plans did Washington make for the defence of New York ? 

6. Are you constantly using a map to aid you in forming vivid pictures ? 

7. What had Charles Lee to do with Washington's retreat across New 

Jersey? After chasing Washington across New Jersey, what mis- 
take did the British make ? How did Washington take advantage of 
this ? You may well closely follow Washington at this time. What 
service did Robert Morris render the American cause ? 

8. Read the account of the battle of Trenton in Coffin's Boys of '76. 



1 64 HISTORY OF THE UNITED STATES 

THE STRUGGLE FOR THE HUDSON RIVER AND THE MIDDLE 
STATES IN 1777 

140. The British Plan to get Control of the Hudson 

in 1777.— By the capture of New York the British held the 
lower part of the Hudson. Their plan for 1777, like that 
for 1776, was to get entire control of this river. The plan 
was three-fold : (i) Burgoyne was to come down from Can- 
ada by way of Lake Champlain ; ^ (2) St. Leger was to sail 
up the St. Lawrence into Lake Ontario and, landing at Os- 
wego, was to come down the Mohawk Valley ; (3) and 
Howe, with the main army, was to go up the Hudson from 
New York. All three of these divisions were to meet at 
Albany. The plan looks simple. It will be interesting to 
see how the blundering of the British led to failure. 

141. Burg-oyne's Brilliant Beginning. — Burgoyne, with 
an army of 10,000 men, including Canadians and Indians, 
captured Crown Point (June 26). Ten days later he forced 
the Americans to evacuate Fort Ticonderoga and hastily 
to retreat southward. Burgoyne was now confident of 
easy victory. King George clapped his hands and shouted, 
"I have beat them! I have beat all the Americans 1" 
The English people thought the war would soon be over. 
The Americans were everywhere disheartened. Four days 
more (July 10) found Burgoyne's army at Skenesboro (now 
Whitehall), about twenty miles distant in a direct line from 
Fort Edward. 

142. Some of Burgoyne's Difficulties. — But in crossing 
the carrying-place between Lake Champlain and the Hud- 
son serious difficulties stood in his way. The country was 
swampy and heavily wooded. General Schuyler, who was 
in command of the Americans, felled trees across the roads 
and destroyed over forty bridges. These obstructions 

' In i776Carleton had led a similar expedition. With 12,000 troops he started 
from Canada to secure control of the water route to the mouth of the Hudson. Al- 
though stubbornly opposed by Arnold on Lake Champlain, he captured Crown 
Point ; but finding Ticonderoga strongly fortified he withdrew without attacking 
that fort. 



THE REVOLUTION 



165 



i^rcally delayed Burgoyne. The British advanced only 
about a mile a day until they reached Fort Edward (July 
30) As Burgoyne's supplies had to be sent to him from 
Canada, the farther he advanced the more difficult it was 
to feed his army. To keep his line of communication 

guarded it was nec- 
essary to leave 
troops in his rear. 
Every mile of ad- 
vance thus com - 
pelled him to weak- 
en his attacking 
force. 

143. Burgoyne's 
Indian Allies. — Bur- 
goyne's Indian al- 
lies were a source of 
more weakness than 
strength to his army. 
They murdered and 
scalped peaceful in- 
habitants every day. ^ 
These barbarous 
cruelties aroused the 



' Near Fort Edward they 
killed Jane McCrea, a fasci- 
nating young woman who 
was engaged to be married 
to David Jones, an Ameri- 
can loyalist serving as lieu- 
tenant in Burgoyne's army. Jones, having prevailed upon Miss McCrea to come 
within the British lines and marry him, sent a party of Indians under the half-breed 
Duluth to act as her guard. She was staying at the house of Mrs. McNeil, only a 
few hundred yards from Fort Edward. Before Duluth's party could reach Mrs. 
McNeil's house, however, another party of Indians under the Wyandotte Panther 
arrived and carried off Miss McCrea. Both parties of Indians met at a spring be- 
tween Fort Edward and Glens Falls, and Duluth declared his right to take charge 
o[ the young lady. In the heated dispute which followed the Panther shot dead 
the unfortunate Miss McCrea. This is the version of the McCrea story as told by 
\V. L. Stone in the " Cyclopaedia of American Biography.'* 




GENERAL JOHN Bl'K(;OYNE. 



1 66 HISTORY OF THE UNITED STATES 

hottest indignation among the people, hundreds of whom 
eagerly offered their services to the American commander. 

144. Bennington and Supplies. — While encamped at 
Fort Edward in August, Burgoyne's army stood greatly in 
need of horses and supplies. News came that at Benning- 
Burgoyne's need ton, a little village in Vermont at the foot of 
of supplies. the Green Mountains, the Americans had col- 
lected several hundred horses, as well as food supplies and 
ammunition. Burgoyne was as much in need of horses to 
draw his cannon as of food to feed his troops. Besides, he 
was told that there were many Tories in the Green Moun- 
tains who would, with a little encouragement, fiock to the 
British army. To win over the people to the British cause 
was no small part of the purpose of the expedition to Ben- 
nington. 

Accordingly, about 1,000 Hessians were sent to Ben- 
nington, where nearly all of them were killed or captured 
by a body of militia under Colonel John Stark. Bur- 
Resuitsofthe goync's army was badly crippled by this dis- 
British defeat at aster. Instead of bringing recruits to the 
Bennington. BHtish the expedition to Bennington only 

served to make the feeling of the Green Mountain farm- 
ers more bitter against the English Government. Great 
numbers of them speedily hastened to join the American 
army. 

145. Failure of St. Leger. — Fortune seemed to be against 
Burgoyne. St. Leger, it was hoped, would gather about 
his standard many of the Iroquois, or Six Nations, and large 
numbers of Tories in western and central New York. In 
due time he made his way to Oswego, and from there to 
Fort Stanwix. St. Leger laid siege to the fort. Arnold, 
St. Leger's with a body of troops, pressed forward to its 
hurried retreat. relief. He scnt 3. mcsscuger ahead to report 
that a large force would soon attack the British. Panic- 
stricken, the Indians at once hurried away and were soon 
followed by St. Leger himself (August 22). Burgoyne 
could no longer look for aid in this direction. His only re- 
maining hope was in receiving reinforcements from Howe. 



THE REVOLUTION 



167 



Where Howe was and what his army was doing we will 
now consider. 

146. Why Howe Failed to Unite with Burgoyne. — 
If Howe had gone up the Hudson and joined Burgoyne at 
the time planned, the latter's invasion would no doubt have 




GENERAL HOWE. 



been successful. Why Howe did not do the part assigned 
him was a question that until eighty years alter had no 
satisfactory answer. An explanation was then 
found in a document in Charles Lee's hand- 
writing which proved him beyond a doubt to be a traitor. 
Lee had been captured in the autumn of 1776. While yet 
uncertain of his fate, he told Howe that he had given up 
the American cause and offered his advice for the summer 
campaign. Lee believed it was more important to capture 



l68 HISTORY OF THE UNITED STATES 

Philadelphia than to get control of the Hudson. Hence 
he advised sending a force to take that city, which the 
Lee's advice to British general called the "rebel capital." 
Howe. Howe might thus speedily bring Pennsylvania 

under subjection to England, while Burgoyne and St. Leger 
would easily subdue New York. To his own confusion 
and to the confusion of the British cause Howe followed 
Lee's advice. 

147. Howe's Advance Toward Philadelphia. — Howe 
opened the campaign (June 12) by an effort to draw Wash- 
„ , . . injjton from his strong position among the 

Howe s vain at= o & r ^ » 

tempt to bring on hills arouud Morristown into a general en- 
a battle. gagcmcut. But Washington was too wary 

to allow himself to be caught napping. After spending two 
or three weeks in vain attempts to provoke Washington to 
come out from his strongholds and fight in the open field, 
Howe withdrew, tired out with his fruitless manoeuvres. 

Even though Howe's army numbered 18,000 men he 
dared not risk a march across New Jersey with Washing- 
ton and an army of 8,000 in his rear. So on the last day 
of June he gave up his plan of marching across New Jersey 
to Philadelphia and withdrew his army to Staten Island. 
He then sailed southward, in order to reach 
" ^Philadelphia by way of the Chesapeake. When 
he reached Elkton, the head of the Chesapeake (August 
25), he had been two months on the way. It was a precious 
two months to the American cause, as we shall now see. 

148. Battle of the Brandywine.' — Howe had no sooner 
landed, than he found his watchful foe ready to dispute his 

' When La Fayette heard that the Americans had declared tlieh- independence of 
England he was eager to cross the Atlantic and aid them. He was not yet twenty 
years of age and had just married a beautiful woman of rank and fortune. She was 
only eighteen years old and enjoyed the tender love of her husband. But he was 
willing to leave behind him wife, family, and friends. Accordingly, he sailed in his 
own vessel for this country and reached the coast of South Carolina in April, 1777. 

Congress made him major-general in the Continental army, where he rendered 
excellent service. He fought his first battle at Brandywine, and here was wounded 
in the leg. He freely spent his own money for clothing and equipping tlie soldiers 
under his command. From their first meeting a warm friendship sprang up be- 



170 



HISTORY OF THE UNITED STATES 



advance upon Philadelphia. Washington decided to make 
a stand at Brandy wine Creek, where he met Howe in bat- 
tle (September 11). The British greatly outnumbered the 
Washington's Americans and defeated them.^ But Wash- 
skiifui retreat. ingtou withdrew in good order and handled his 
troops with such skill as to keep Howe two weeks in march- 
ing to Philadelphia, only twenty-six miles from the battle- 
field. It was on September 26, when the British general 

marched into this city, a week 
after the first battle of Sara- 
toga, and altogether too late 
to send troops to co-operate 
with the unfortunate Bur- 
goyne, three hundred miles 
away. In delaying Howe, 
Washington had made Bur- 
goyne's capture certain. Peo- 
ple did not understand the 
m e a n i n g of Washington's 
masterful strategy, but his 
policy of delaying Howe had 
been fatal to the success of 
the British plan to secure 
control of the Hudson. 
149. Burgoyne's Surrender. — While Howe was on his 
way to Philadelphia, Burgoyne was passing through a try- 
ing experience in the North. On sailing away from New 
York Howe left Clinton in command there. In vain Bur- 
goyne sent messenger after messenger to Clinton, asking 
for reinforcements. Without Clinton's aid success was 
very doubtful, for the Americans were increasing daily 
and were threatening to cut off Burgoyne's line of com- 




LA FAYETTE. 



tween La Fayette and Washington. After the war was over La Fayette twice 
visited the United States. The first visit he made in 1784 on Washington's invi- 
tation ; the second, in 1824, when he laid the corner stone of Bunker Hill monu- 
ment on the spot where the brave Warren had fallen in 1775- 

' Washington had weakened his army by sending picked troops to aid the army 
of the North. 



THE REVOLUTION I/I 

munication with Canada. The American army, now com- 
manded by Gates/ occupied a strong position at Bemis 
Heights. The situation was desperate. Bur- Burgoyne-s situa- 
goyne must force an advance. With great tion desperate, 
courage he fought a battle (September 19), in which his 
advance was stubbornly contested. Still there was no news 
from Clinton. In the meantime, Lincoln had succeeded in 
cutting off the British supplies from Canada. Three weeks 
later, Burgoyne, whose army was suffering from want of 
food, again attacked the Americans (October 7) with the 
hope of cutting his way through their lines, and again 
suffered defeat. He tried in vain to find a way of escape, 
but could not, for he was surrounded and cut off from sup- 
plies. After ten days, therefore, he surrendered his entire 
army of 6,000 regular troops'- (October 17). 

150. Burgoyne's Surrender Leads to Aid from France. 
—The surrender of Burgoyne was the turning-point in the 
war. Its immediate result w^as a treaty of Franklin's infiu- 

11. , , T^ 1 . ence secures se- 

alliance between r ranee and our country, cret aid from 
Shortly after the Declaration of Independence France, 
was signed. Congress sent over three commissioners^ to se- 
cure aid from France. The principal one of these was 
Benjamin Franklin, then seventy years old. His simplicity 
and directness charmed the French people, and won him a 
warm place in their hearts. Before Burgoyne's invasion 

■ Schuyler was a noble man and a good general, but he had political enemies 
who succeeded in having him removed. Gates was vain and weak, and his subse- 
quent history proved him to be lacking even in personal bravery. The success of 
his army at Saratoga was due to the gallant leadership of Arnold and Morgan. 
Gates deserved no credit. His easy manner and fluent tongue enabled him for a 
time to influence people who did not understand his real character. In time, how- 
ever, his selfishness, tricker)', and cowardice brought down upon him the contempt 
of honest men. 

■■' The Americans when marching the English soldiers off the field of sur- 
render proudly unfurled their new flag. In January, 1776, Washington began to 
use an American flag. This was like the British flag, except that the thirteen 
stripes in the American flag took the place of the solid red of the British. Con- 
gress adopted the " Stars and Stripes " on June 14, 1777. John Paul Jones is be- 
lieved to have been the first to hoist the flag at sea. 

* These commissioners were Benjamin Franklin, Arthur Lee, and Silas Deane. 



172 



HISTORY OF THE UNITED STATES 



France had secretly sent to the Americans much aid in the 
form of money and ship-loads of ammunition and clothing. 
But after Burgoyne's surrender it was evident that the 
Americans were lighting England with success, France, 
Results of the England's traditional enem}-, was then ready 
American treaty to aid them opculy. She therefore entered 
with France. -j^^^ ^ treaty of alliance with the United States, 

agreeing to send over a fleet and an army of 4,000 men. 
England promptly declared war against France. She also 

changed her policy toward 
the Americans. She repealed 
the tea duty, the Boston Port 
Bill, and all the other hated 
measures that had driven the 
colonies to take up arms 
against the king. She prom- 
ised that there should be no 
more taxation without rep- 
resentation. But it was too 
late. The Americans would 
now agree to nothing short 
of independence. 

151. The Suffering at Val- 
ley Forg-e. — Even after losing 
Philadelphia, Washington 
ha.d the courage to attack the 
British at Germantown. Although he made a well-planned 
attack, on account of a fog he suffered defeat. He then 
withdrew his army and went into winter quarters at Valle}' 
Forge. This was a strong position among the hills, about 
twenty miles northwest of Philadelphia, on the Schuylkill 
River. But the winter was a terrible one for the army.^ 

' A beautiful story is told of Washington at Valley Forge. When "Friend 
Potts " was near the camp one day he heard an earnest voice. On approaching he 
saw Washington on his knees, his cheeks wet with tears, praying to God for help and 
guidance. When the farmer returned to his home he said to his wife: " George 
Washington will succeed ! George Washington will succeed ! The Americans 
will secure their independence !" " What makes thee think so, Isaac?" inquired 
his wife. " I have heard him pray, Hannah, out in the woods to-day, and the 
Lord will surely hear his prayer. He will, Hannah ; thee may rest assured He will." 




BENJAMIN FRANKLIN. 



THE REVOLUTION 



173 



Most of the soldiers were in rags, few had any bedding, and 
many had not even straw to lie upon at night. Nearly 3,000 
were barefoot, and coidd be tracked by their bloody foot- 
prints upon the frozen ground. Owing to mismanage- 




THE CAMP AT VALLEY EORGE. 



ment by Congress and the commissary department, there 
was often, for davs at a time, no bread. 

The army, though weakened by suffering and loss of 
food, was greatly strengthened by the systematic military 
drill which they receiyed from Steuben,^ a Prussian veteran 

' There were five eminent foreign gentlemen who fought in the American army. 
Two of tiiese, La Fayette and John Kalb, were Frenchmen ; two others, Kosciusko 
and Pulaski, were I'oles ; and the lifth was Haron Steuben a German. These brave 
officers won the lasting gratitude of patriot Americans. 



I74 HISTORY OF THE UNITED STATES 

who had joined the American cause. He was made in- 
spector-general, and he transformed the ragged regiments 
into a well-disciplined army. 

152. The Conway Cabal. — Petty politics and personal 
jealousy in Congress did much at this time and at other 
„, . . , , times, to prevent the successful handlinsr of 

Washington s ' f ^ ^ ^ 

enemies and their the troops by Washington. Weak and vain 
petty scheming. ^^^^^^^ ^^^^^^ ^^ fj^^^^ ^^^ Charlcs Lcc, did all 

they could to destroy Washington's influence and drive him 
from his position as commander-in-chief. As Gates had, by 
his political scheming, succeeded in getting Congress to 
appoint him, in place of the noble Schuyler, as head of the 
Northern army, in 1777, so now he was busily scheming for 
the downfall of Washington that he might himself become 
the head of all the American armies. As one of the leaders 
in this shameful plot was Conway, it was called the Conway 
Cabal. The taunt was openly made that while Gates had 
captured Burgoyne at Saratoga, Washington had been de- 
feated by Howe on the Brandywine. But when people 
understood the meanness of all this plotting, they were in- 
dignant. Washington appeared all the more noble in con- 
trast with these selfish men, and his popularity was even 
greater than before. 

153. The British Evacuate Philadelphia (June 18, 1778). 
When the British learned that a French fleet was coming 
over to aid the Americans, they feared it might go up 
the Delaware and, co-operating with Washington, capture 
their troops in Philadelphia. So Clinton, who had suc- 
ceeded Howe in the chief command, was at once ordered 
to hasten away from Philadelphia and reinforce the army in 
Battle of Mon- Ncw York. With 17,000 men, the British 
mouth. general began his march across New Jersey. 
Washington started in pursuit of Clinton, overtook him at 
Monmouth, and attacked him there (June 28). But, ow- 
ing to the treachery of Charles Lee,^ Washington failed to 

' For his shameful retreat and disobedience of orders Lee was tried by court- 
martial. He was suspended from his command for one year. Later he was ex- 
pelled from the army. 



THE REVOLUTION 175 

win a decisive victory. During the night the British hur. 
ried from the battle-field on toward New York. 

TO THE PUPIL 

1. First review the reasons why the British wished to get control of the 

Hudson River and the Middle States. What was the British plan 
for 1777? 

2. Describe Burgoyne's brilliant beginning and his later difficulties. In 

what way did his Indian allies affect the invasion ? 

3. What were the purposes and the results of the expedition against 

Bennington? Explain the failure of St. Leger. 

4. Why did not Howe sail up the Hudson to join Burgoyne ? In what 

way did Charles Lee show himself to be a traitor to the American 
cause ? What was his advice to How^e ? 

5. Why did not Howe march across New Jersey in his attempt to capture 

Philadelphia ? Trace his route by water to Elkton, Md. In what 
way did Howe waste valuable time ? 

6. How did Washington aid the Northern army to capture Burgoyne ? 

7. Give reasons for Burgoyne's failure. 

8. What were the most important results of his surrender ? How had 

France aided us before this surrender? After France entered into a 
treaty of alliance with the Americans what change did England 
make in her policy toward them ? 

9. Be prepared to write five minutes on any of the following topics : The 

suffering at Valley Forge, the Conway cabal, the British evacuate 
Philadelphia. Contrast Washington with such men as Lee and 
Gates. 

10. Imagine yourself to have been with Washington's army at Valley 

Forge in that trying winter and write an account of your personal 
experiences. 

11. Read Scudder's George Washington. 



WARFARE ON THE BORDER AND ON THE SEA 

154. England's Numerous Wars. — England's war with 
France made it necessary for her to protect her colonies in 
various parts of the world. This prevented her from con- 
centrating her forces in America. Within the next two 
years she also became implicated in war with Spain and 
Holland; hence we need not be surprised that the English 
did but little fighting in America during 1778 and 1779. 



176 HISTORY OF THE UNITED STATES 

155- Weakness and Difficulties of the Americans. — 

The United States was equally unable to engage in exten- 
sive military operations. The country was very weak in 
point of wealth and population. The principal industries 
were farming, fishing, ship-building, and commerce, and 
these, especially the last three, 'had naturally been much 
interfered w^ith by the war. The Continental Congress 
The Continental ^^"^^ '-*"^ little authority, and steadil}' lost influ- 
congress has cucc until it Commanded but little respect. It 

little power. could not culist a soldier or build a fort, be- 

cause it had no power to levy taxes. In course of time the 
States paid little heed to the requisitions for money which 
Congress made upon them. Under such circumstances 
Congress had great difficulty in raising money enough to 
carry on the war. 

Although Congress had no money and no means of get- 
ting any, it could issue paper promises, and this it did in 
immense quantities. These paper promises were called 
Continental Continental currency, and, like all promises, 

currency. thc}^ wcrc valuable only in so far as people 

had confidence in the ability of the government to redeem 
them. As people lost respect for Congress, this paper cur- 
rency fell in value. Before the close of 1779 the coin value 
of this Continental currency was only two cents on the dol- 
lar, and in the early part of the following year its coin value 
was nothing at all. " Not worth a Continental " recalls the 
money trials of the Revolution. 

156. Use of Indians by the English.— The difficulties 
of the situation were enhanced by the hostility of the orig- 
inal owners of the soil. We have seen how Burgoyne em- 
ployed Indians to help him. It was a part of the plan of 
the English to get all the aid they could from the Iroquois 
in New York and from the Indians west of the Alleghanies. 
These powerful tribes, furnished with arms, ammunition, 
provisions, and sometimes with British leaders, were a seri- 
ous annoyance to the people on the frontier. 

The struggle between the backwoodsmen and the red 
men was of great importance. The English Government 



THE REVOLUTION I77 

wished to cooj) up the Americans between the AUegha- 
nies and the Atlantic. For, as lonj^ as the western coun- 
try remained unsettled, English merchants 

, , , . , . , , 1 . Importance of the 

could continue to grow ricli on the immense- struK^ie between 
Iv i)r()fital)le fur trade with the Indians. The backwoodsmen 

• ' , and the Indians. 

Americans were eager to make settlements 
west of the Alleghanies, but before they could occupy the 
land they had to conquer the Indians. Daniel Boone, 
George Rogers Clark, John Sevier, and James Robertson, 
were prominent leaders in this western movement for con- 
quest. The struggle east of the Alleghanies was for inde- 
pendence in territory already acquired ; the struggle west 
of the Alleghanies was for the conquest of new territory. 

157. George Rogers Clark Marches Against the 
British Posts North of the Ohio. — When the war beaan 
the British had possession of all the territory north of the 
Ohio between the Mississippi and the Alle- 

, . ^ , I IT -1^ 4-1 T- I- 1 Hamilton's plans. 

ghanies. Colonel Hamilton, the English gov- 
ernor of that region, wished to drive out all the American 
settlers. lie encouraged the Indians to roam over the 
country, burning, murdering, and scalping without mere}'. 
Colonel George Rogers Clark, a backwoodsman of 
Kentucky, which was then a part of Virginia, decided to 
put a check upon Hamilton's plans. Clark got together a 
small body of volunteers, who numbered less than two 
hundred, and with these he boldly set out to ciark's expedu 
capture the British posts north of the Ohio. *'*'"• 
In May, 1778, Clark's men made rude fiat-boats and rafts 
and floated down the Ohio to a point south of the Tennessee 
River. Here they met a party of hunters who consented 
to act as guides overland to Kaskaskia in the southwestern 
part of Illinois, Having surprised and captured this post, 
Clark sent a small force to seize Cahokia (Illinois), from 
thirty to forty miles northwest of Kaskaskia. This expedi- 
tion was successful, and a message was received about the 
same time that Vincennes had taken the oath of allegiance 
to America and that the American flag floated over the 
fort there. 

12 



178 HISTORY OF THE UNITED STATES 

158. Clark Secures Control of the Northwest. — Hear- 
ing of Clark's success, Hamilton, who was at Detroit, at 
once prepared to march against him. As soon as possible 
Hamilton marches the expedition Started from Detroit toward 
against Clark. Vinccnncs. In four or five weeks Hamilton 
captured Vincennes and threatened to advance upon Clark. 
When the news reached the Illinois towns there was great 
alarm. Clark's situation was now critical. With scarcely 
more than one hundred men he was too far away to secure 
reinforcements from Viro-inia. Hamilton had five hundred 
men, including Indians, and could easily get reinforcements 
from his red friends. 

In the midst of the excitement Clark got news that 
Hamilton had postponed further operations for the winter, 
Clark's expedition 'i^d was holding Vincenncs with only eighty 
to Vincennes. j^^^j^ jj-, ^j^g garrisou. Although it was mid- 
winter, Clark promptl}'^ decided to march across the 
country and attack Hamilton at Vincennes, two hundred 
and forty miles away. He started from Kaskaskia (Feb- 
ruary 7, 1779). It was a fearful march of sixteen days, five 
of them spent in wading over the drowned lands of the 
Wabash. 

The water was often three or four feet deep and some- 
times reached the men's chins. The weather was bitterly 
cold. During the last six days of the march the men 
drenched and half-frozen, had no regular meals, and were 
wholly without food for two days. But Clark pressed 
steadily forward. On reaching Vincennes he attacked the 
Clark's heroic fort with sucli vigor that he forced Hamil- 
'^°^^- ton to surrender (February 24, 1779). He had 

done a heroic piece of work. In capturing Vincennes, 
Clark and his brave backwoodsmen finished the conquest 
of the territory in the Northwest and opened all this vast 
region to American settlers. The importance of this con- 
quest will be appreciated when we see its effects upon the 
treaty of peace at the close of the Revolution. 

159. The American Navy. — Up to this time all the fight- 
ing, so far as we have seen, had been on land, but there was 



THE REVOLUTION 179 

serious trouble on the sea also. When the war began the 
Americans were without war vessels, because up to this 
time they had been under the protection of England. Be- 
fore the close of 1775, however, Congress had ordered a 
small navy of thirteen vessels to be built, nearly all of which 
'vere captured during the war, or burned to avoid capture. 
As a consequence, we were much crippled for means of 
transporting troops by water. After recog- pranceaidsus 
nizing our independence (1778), France made with her fleets. 
several attempts to aid us with her strong fleets, but owing 
to the supremacy of the English navy these efforts were of 
little service before the siege of Yorktown. Indirectly, 
however, they were of great assistance, because they kept 
England busy on various parts of the sea and in this way 
withdrew her strength from America. 

160. American Privateering. — While England had little 
to fear from our navy, she suffered much from American 
privateers. Even as early as 1776, they captured three 
hundred and fifty English vessels, a few of which were 
loaded with powder and supplies for the British army. 
So much damage did they inflict upon England's commerce 
that her ship-owners and merchants became bitter in their 
opposition to the war. Governor Hutchinson of Massa- 
chusetts said there were 70,000' New England sailors at 
one time on privateers. The estimate was too high, but 
without doubt many more than this number of Americans 
engaged in privateering during the war. 

161. Paul Jones and the American Navy.— John Paul 
Jones, the naval hero of the Revolution, was a Scotchman 
by birth. At an early age he emigrated to America, and had 
been engaged in commerce man)'^ years before the outbreak 
of the war. Being placed by Congress in command of a 
small ship, he captured many vessels in the English Chan- 

' There were two reasons why it was easier to get men to engage in privateering 
than to enlist in the army : (i) Most of the men on these privateers were fishermen 
and sailors who, as we have already found, were thrown out of employment by 
English cruisers ; (2) privateering was far more profitable than service in an ill- 
paid army. 



i8o 



HISTORY OF THE UNITED STATES 



nel and thoroughly frightened the people as he sailed along 
the coasts of England and Scotland threatening the towns. 
At length, through the help of Franklin and the French 
king, he was placed in command of a small squadron. His 
flag-ship was called the Bonhovuiic RicJiard. Sailing along the 
eastern coast of England he saw several English merchant- 
men convoyed by two 
men-of-war. At seven 
o'clock in the evening 
(September 23, 1779) his 

Desperate fight S h i p a t - 

between the tackcd the 

" Bonhomme . . 

Richard " and the f^l'gCr OI 

" Serapis." the tWO, 

the Scj'apis. A desperate 
fight followed. During 
the action the firing on 
the i^zV/^c?r^ slacked. The 
English c o m m a n d e r 
shouted to Jones, " Have 
you struck ? " Jones 
promptly answered, " I 
have not begun to fight." 
The two vessels coming 
in touch, he lashed them 
together with his own 
hands and for two hours 
longer continued the deadly struggle. At last some of 
Jones's men, from the main-yard of the RicJiard, dropped 
hand grenades among the English sailors. One of these 
caused an explosion of a powder chest. This demoralized 
the English crew, and their commander struck his colors. 
Jones had lost in killed and wounded one hundred and six- 
teen men, and the Richard was sinking. It was a tremen- 
dous struggle and a great victory, and it caused the name 
of John Paul Jones to be spoken of with gratitude through- 
out America. 




JOHN PAUL JONES. 




THE BO.\ HOMME RICHARD AM) IT IK SERAI' IS. 



THE REVOLUTION l8l 



TO THE PUPIL 

X. In what part of the country was most of the fighting in 1775 ? In 1776 
and 1777 ? Review the leading events of these three years. 

2. Why was there little fighting in 1778 and 1779? Notice with care the 

weakness of the Continental Congress and the disastrous effects of 
the Continental currency. 

3. How did the English make use of the Indians ? Give reasons for the 

importance of the struggle between the backwoodsmen and the In- 
dians in the region west of the Alleghanies. 

4. What was the purpose of George Rogers Clark's expedition ? Trace 

it on the map. What did Clark accomplish in the Northwest ? 

5. Imagine as vividly as you can his heroic expedition against Vincennes 

and write an account of it. 

6. Why were the Americans without war vessels at the beginning of the 

war ? How were they crippled for lack of a suitable navy during the 
Revolution ? In what way did France aid them with her fleets ? 

7. Who was Paul Jones ? What service did he render the Americans ? 

8. Read Roosevelt's Winning of the West for a good account of what 

the Westerners did during the Revolution. 



WAR IN THE SOUTH AND THE SURRENDER OF CORNWAL- 
LIS (1780-1781) 

162. Reasons Why the British Tried to Conquer the 
South. — After failing in New England and the Middle 
States, the British directed their energies to the South. 
Their plan was to conquer Georgia, and then get control of 
the Carolinas and Virginia. They knew that Georgia, be- 
ing weak, could not offer much resistance ; and that the 
Tories, who were numerous in the Carolinas, would join 
them. Moreover, should England fail in overthrowing 
American independence, the control of the South would 
help her, at the close of the war, in confining the Ameri- 
cans within a smaller territory than would be otherwise 
possible. 

163. First Successes of the British. — As we have seen, 
there was little fighting anywhere in America in 1778 and 
1779. The British had captured Savannah in 1778, but it 



1 82 • HISTORY OF THE UNITED STATES 

was not until the spring of 1780, that they began the serious 
work of conquering the South. General Lincoln was in 
Lincoln surren> Command of the American army in the South, 
ders to Clinton at and was Stationed at Charleston. Clinton, 
Charleston. coming dowu from New York with a large 

force, succeeded in penning him in this place and forcing 
his surrender (May 12), with about 3,000 Continental troops. 
Well satisfied with this beginning, Clinton returned to New 
York, and left Cornwallis in command of the British forces 
in the South. 

After Lincoln's surrender at Charleston, Congress sent 
General Gates down to take command of the American 
troops. Gates, whose head had been turned by his capture 
of Burgoyne at Saratoga, went south confident of success. 
He reached the army on July 19, and at once planned to 
make an advance upon Camden. This was the most im- 
Defeat of Gates at portaut placc in South Carolina, because all 
Camden. ^^g principal roads, leading from the North 

and from the coast, centred here. He was met by Corn- 
wallis (August 16), and badly defeated. This was the sec- 
ond American army destroyed in the South within three 
months. 

Gates rode off the battle-field in such confusion of mind 
that he did not stop until he was more than sixty miles 
from Camden. In utter disgrace he retired 
isgrace. ^^^^ ^^^ army, to be heard of no more during 
the war. As Gates was leaving his Virginia plantation to 
take command of the army in South Carolina, his friend 
Charles Lee had said to him : " Take care that your 
Northern laurels do not change to Southern willows." But 
Gates was bound to fail. He was too self-satisfied to listen 
to any advice, even that of his ofificers. 

164. Battle of King's Mountain. — Cornwallis now ad- 
vanced into North Carolina. At the same time he sent 
1,200 men, mostly American Tories, under the dashing Fer- 
guson, to enlist Tories in the mountainous regions of South 
Carolina. Hearing of this movement, a body of American 
backwoodsmen hastily gathered, and attacked Ferguson at 



1 84 HISTORY OF THE UNITED STATES 

King's Mountain (October 7) before he could receive rein- 
forcements. His position was a strong one, but the back- 
woodsmen assailed him with great fury on three sides at 
once, and killed or captured his entire force. Ferguson 
himself was killed. 

This brilliant victory so severely crippled Cornwallis 
that it has sometimes been called the Bennington of the 
South. Cornwallis was compelled to return to South Car 
olina in order to maintain control of the territory in that 
State. 

165. Partisan Warfare in the South. — Before returning 
to New York after the capture of Charleston, Clinton sent 
Clinton's unwise Small forccs into the interior of South Caro- 
prociamation. Una, and, in a proclamation, offered pardon to 
all who would return to allegiance to England. Those who 
would not actively aid in restoring the royal government 
were to be treated as rebels and traitors. This unwise 
proclamation compelled all citizens to range themselves on 
one side or the other. 

A bitter, bloody, and cruel partisan warfare resulted. 
Neighbor fought against neighbor, sometimes brother 
against brother, in this semi-civil war. The most noted par- 
tisan leaders on the American side were Marion, Sumter, 
Pickens, and Lee. Marion's men were without uniforms, 
without tents, and without pay. They lived 

The Swamp Fox. . , , -r. i • 

in the swamps, and were so swiit and cunnmg 
in their attacks that their leader was known as the Swamp 
Fox. With a very small force, often less than fifty men, he 
annoyed be3'ond measure the British by rescuing prisoners 
and capturing supply-trains, foraging parties, and outposts. 
When the American cause looked most gloomy in the 
South, these brave men, aided by noble women, kept hope 
alive in patriot hearts. 

166. Arnold in Philadelphia. — Before we follow Greene 
and Cornwallis in their final struggle for control in the 
South, let us turn to an alarming event on the banks of 
the Hudson. This was Arnold's treason, which offered the 
British an opportunity to make a third attempt to get con- 



THE REVOLUTION 



185 



trol of the Hudson. After the British left Philadelphia 
(1778), Arnold, who had not fully recovered from his 




MAKlii.N AMI H\> MKN IN CAMl'. 



wounds received at Saratoga, was placed in command there. 
He was popular in social circles, which included many 
Tories, and became engaged to a Tory's daughter. Ex- 



1 86 



HISTORY OF THE UNITED STATES 



travagant living followed, and Arnold was soon heavily 

in debt. 

The State government accusing him of dishonesty, 

Congress ordered his trial by court-martial. By its ver- 
dict he was found guilty of 
indiscretions, and mildly 

Arnold tried by Sentenced tO 

court=maitiai. rcccive 3. rep- 
rimand from the command- 
er-in-chief. As Arnold 
had served his country 
with distinguished brav- 
ery, Washington held him 
in high esteem, and there- 
fore gave the reproof as 
gently as possible. But 
Arnold was indignant. He 
felt that he had been un- 
justly treated, and he se- 
cretly planned revenge. 

167. Arnold Becomes a 
Traitor. — Arnold pretend- 
ed that on account of his 
wound, he was not able to 
engage in active service, 
and requested that he 
might be placed in com- 
mand of the important po- 
sition of West Point. Wash- 
ington, suspecting nothing, 
granted Arnold's request. The latter, no doubt, thought 
the American cause was hopeless. At any rate he was as 
eager for money as he was for revenge, and soon opened a 
treasonable correspondence with General Clinton, com- 
manding the British troops in New York. The scheme 
w^as that Arnold should so dispose of his forces at West 
Point that this strong fort might easily fall into the British 
hands at a time agreed uDon for an attack. 




THE REVOLUTION 



187 



168. Arnold Fails, and Andre is Hanged as a Spy. — 

For weeks the correspondence between Arnold and the 
British commander was carried on. Arnold looked for- 
ward to a successful execution of his plot; but a few details 
were yet to be agreed upon. So, in September (1780), 
Major Andre was sent by Clinton up the Hudson to make 
final arrangements with Arnold. 

Andre sailed up the river in the ship Vulture and met 




«^ 





^J 



ARNOLD'S ESCAPE. 



Arnold on shore near Stony Point. An all-night interview 
followed, and morning found the transaction still unfin- 
ished. Before Andre could return to the Vult- xheaiNnight 
ure it was fired upon and withdrew down the interview, 

river. Andre then attempted to make his way to the Brit- 
ish lines by land. In disguise, therefore, and with Arnold's 
plans of the fort between his stockings and the soles of his 
feet, the next morning he was galloping rapidly down the 
east side of the Hudson on his way to New York. His 
safe arrival would secure him honor and fame. 

Little did he know what fate awaited him. As he 
reached Tarry town he was stopped by three brave militia- 



i88 



HISTORY OF THE UI^ITED STATES 



men lying in wait for any suspicious persons who might 
appear. They searched him, and finding the tell-tale pa- 
^ , ,, , pers, retained him as a prisoner. Arnold eot 

Andre s capture. ^ ^ o 

the news of the capture in time to escape. 
Andre was tried by a fair-minded court-martial and Avas 
condemned to be hanged as a spy. 

Arnold received for his treason a brigadiership and 
about $30,000, but he spent the remainder of his life in dis- 
grace, justly despised by 
Americans and English- 
men alike. He had care- 

Arnold's disgrace fl'Hy kept 
and death. in his pOS- 

session the old uniform 
in which he made his 
escape from West Point. 
Just before his death he 
called for this and put 
it on once more, " Let 
me die," said he, " in this 
old uniform in which I 
fought my battles. May 
God forgive me for ever 
putting on any other." 

169. Greene and 
Cornwallis, — In the 
meantime the struggle 
between Greene and 
Cornwallis in the South 
was going on. When Gates retired from the command of the 
armies of the South, General Greene was appointed by Con- 
gress to succeed him. On reaching the Carolinas (Decem- 
Greene's b^^" 2, 1780) Greene had many difficulties to 

difficulties. facc. The British, now in control of Georgia 

and South Carolina, were about to overrun North Carolina 
also. Their army was in good condition and was led by 
such able officers as Cornwallis, Tarleton, and Rawdon. 
Greene's small forces were poorly armed, without pay and 




GENERAL NATHANIEL GREENE. 



THE REVOLUTION 189 

clothing, and sometimes even without food. The troops 
were broken in spirit and discouraged, but Greene soon 
inspired the confidence of officers and soldiers. 

He sent the brave General Morgan against Tarleton. 
They met at Cowpens (January 17,1781), where Morgan, 
with only nine hundred men, routed the British force of 
1,100 picked men. The British loss was two norgan's brilliant 
hundred and thirty killed and wounded, and victory at Cow- 
six hundred prisoners. This brilliant victory ''^"'* 
destroyed nearly one-third of Cornwallis's army and, like 
the victory at King's Mountain, seriously interfered with 
his plans. At King's Mountain Cornwallis lost his best 
corps of scouts ; at Cowpens he lost his light infantry. 
Both would have been of untold benefit to him when chas- 
ing Greene into Virginia immediately after this battle. 

170. Greene's Retreat into Virginia.— After his victory 
at Cowpens, Morgan joined Greene. Cornwallis then chased 
them for two hundred miles northward across the Caro- 
linas. In this famous retreat the Americans forded three 
rivers whose waters, swollen by rainstorms soon after the 
Americans had crossed, checked the British in their pur- 
suit. Greene crossed the last of these, the Dan, just in 
time to escape the British, who were pressing closely upon 
his rear. Knowing that Greene would be reinforced in 
Virginia, Cornwallis dared not follow. 

On receiving reinforcements Greene returned and fought 
his enemy at Guilford Court House, North Carolina (March 
15, 1781). Here he was defeated, but withdrew his forces 
in good order. This battle was fatal to the Battle of Guilford 
plans of Cornwallis, for it so severely crip- court House, 
pled his army — which lost about one-fourth of its whole 
number— that he would not follow Greene in his retreat. 
The remainder of the British army were tired out and 
almost famished. With his men in this condition Corn- 
wallis could not return to Charleston, his cornwaiiis retires 
base of supplies, but decided to go to Wil- to Wilmington, 
mington, where communication with the English fleet would 
be easy. Greene's Fabian policy had been very successful. 



IQO HISTORY OF THE UNITED STATES 

He had worn out the enem}^ and forced him to seek the 
coast for supplies. 

Greene at once greatly disturbed Cornwallis's peace of 
mind by marching back to South Carolina. Again and 
again Greene was defeated, bvit he skilfully handled his 
Greene's skill as troops and iuflictcd sevcrc losses upon the 
a general. enemy. Before the close of 1781 the British 

held, in the States south of Virginia, only the two seaports 
of Charleston and Savannah. Greene was bold, cautious, 
active, and persevering. He had outgeneralled Cornwallis, 
the ablest English commander, and shown himself second 
only to Washington in military genius. 

171. Cornwallis goes to Virginia. — Cornwallis, disap- 
pointed in the South, and regarding Virginia as the great 
storehouse of the Southern armies, now marched north- 
ward to get control of that State. Here he found a con- 
siderable force of British sent there to keep the inhabitants 
from aiding the more southern States. Arnold had set fire 
to Richmond and had destroyed much property in other 
Corn ^vaiiis tries P^^'^s of Virginia. La Fayette was there with 
to entrap a body of troops to look after the interests of 

La Fayette. ^j^^ Americans. When Cornwallis reached 

Virginia he tried to entrap La Fayette, but the wily young 
Frenchman was not to be caught. 

Cornwallis then withdrew to Yorktown, where he could 
easily communicate with the English fleet. Clinton had 
ordered him to be in readiness to send reinforcements to 
New York in case the expected French fleet should co-op-, 
erate with Washington in trying to capture that place. 

172. — Cornwallis, Entrapped at Yorktown, Surrenders. 
—Up to this time the French army had not been of any 
real service to the American cause, nor had the French 
fleet given much direct aid. Now, however, both their land 
forces and their fleet were to help Washington in carrying 
Direct aid from out a bold plan. The latter, whose army was 
the French. lying ou the Hudsou, had been joined the year 

before Cornwallis went to Yorktown by 6,000 fresh troops 
from France in command of Rochambeau. Clinton, who 




iffilillpllpff ' 











J'.,iMi 



THE REVOLUTION I9I 

was at the head of the English forces in New York, hearing 
that a powerful French fleet was on its way with more land 
forces to America, feared, on its arrival, a combined attack 
by land and sea. 

This had been the original plan, but when Washington 
learned that the fleet was on its way to the Chesapeake he 
withdrew from New York and began the execution of a 
brilliant movement. Leaving a small force washineton's 
on the Hudson he marched the rest of his brilliant 
army four hundred miles to reinforce La Fay- movement. 
ette in Virginia and co-operate with the fleet in capturing 
Cornwallis. So secretly and skilfully did Washington 
make his plans that he had almost reached Maryland be- 
fore Clinton found out what was going on. 

Clinton at once sent a fleet to drive the French fleet 
away. He also sent Arnold to burn New London, Con- 
necticut, hoping thus to draw Washington back. But the 
English fleet failed in its attack on the French, and Washing- 
ton was not to be turned aside from his purpose. Rapidly 
marching to the Chesapeake he embarked his troops at 
Baltimore and Elkton, and united with La comwaius 

Fayette, who had already been reinforced by surrenders, 

a French land force from the fleet. Cornwallis, entirely 
surrounded, saw but one chance of escape. That was by 
crossing the York River and making a rapid retreat north- 
ward. A violent storm upset his plans. 

As his army of 8,000 was matched against an army of 
16,000, to say nothing of the fleet, a successful resistance 
was hopeless. Therefore, after a siege of about three weeks 
he surrendered his army (October 19, 1781). 

173. The End of the War and the Treaty of Peace 
(1783). — The Americans everywhere rejoiced. Congress, 
adjourning in a body, attended church to offer thanksgiving 
for the great victory. It was plain to Americans and Eng- 
lishmen that Cornwallis's surrender must end the war. 
Peace commissioners from both countries were therefore 
appointed to agree upon a treaty of peace. 

The French Government tried hard to confine the Amer- 



192 HISTORY OF THE UNITED STATES 

icans to the region east of the Alleghanies. But the work 
of George Rogers Clark and other brave Westerners in 
G or e Ro ers Conquering and settling the vast regions north 
Clark and the and south of the Ohio, aided our commission- 
^**' ers in securing for American independence 

the territory lying between the Alleghanies and the Missis- 
sippi, and between the Great Lakes and Florida. Florida 
was ceded back to Spain. 

George the Third's plan of personal government in 

America had failed. The Revolution secured independence 

in America ; it overthrew the personal rule 

fails to carry out of Gcorgc the Third in England. In 1784 

his plans. tttmi- it i i i i 11 1 

young William ritt had become the real head 
of the English Government, and Parliamentary reform was 
onl^^ a question of time. 



TO THE PUPIL 

1. Review the attempt on the part of the British, first, to subdue Massa- 

chusetts in 1775, and second, to get control of the Hudson River and 
the Middle States in 1776 and 1777. You will remember that there 
was but little fighting in 1778 and 1779. 

2. Why did the British in 1780 turn their attention to conquering the 

South ? Take note of their first successes there. 

3. Explain w^hy the Battle of King's Mountain was important. 

4. What w^as the character of partisan w^arfare in the South ? Look up 

facts about the Swamp Fox and his men. Subject for essay : Parti- 
san warfare in the South. 

5. What were the results of Arnold's trial by court-martial? What 

reason did he assign for requesting that he might be placed in com- 
mand of the troops at West Point ? 

6. How was his treasonable scheme to be carried out ? What part did 

Andre take in this scheme ? Discuss Arnold's disgrace and death. 
Subject for essay : Arnold the traitor. 

7. What were the difficulties of Greene when he succeeded Gates in the 

South ? How did Morgan's brilliant victory at Cowpens play havoc 
with the plans of Cornwallis ? 

8. What was the condition of the English army after the Battle of Guil- 

ford Court House ? What had been Greene's main purpose and how 
had he carried it out ? 



THE REVOLUTION 193 

9. Why did Cornwallis go to Yorktown ? What direct aid did the 
Americans nov? receive from the French fleet ? Before its arrival 
what plans of attack upon the British had Washington made ? 
What changes did he make in his plans after the arrival of the fleet ? 

10. Outline the events leading to the surrender of Cornwallis? What 

were its results ? 

11. Study carefully these topics : George Rogers Clark and the West; 

George the Third fails to carry out his plans. 

12. Subject for debate : Resolved that Greene was a better general than 

Cornwallis. Subject for debate : Resolved that the capture of Bur- 
goyne was a greater achievement than the capture of Cornwallis. 

13. Read Simms's Partisan and the chapter on Arnold's treason in 

Coffin's Boys of '76. Memorize Bryant's Song of Marion's Men. 



13 



CHAPTER XIV 

THE BREAKDOWN OF THE CONFEDERATION AND THE FOR- 
MATION OF THE CONSTITUTION (1781-I789) 

REFERENCES : Scribner's Popular History of the United States, IV. ; Fiske's 
Critical Period of American History; Fiske's War of Independence; Channing's 
United States; Hart's Formation of the Union; Fiske's Civil Government. 

OUTSIDE READINGS: Frothingham's Rise of the Republic; Hale's Story 
of Massachusetts; Johnston's American Politics; Hinsdale's Old Northwest; 
Losslng's Field Book of the Revolution. 

174. Congress During the Revolution. — When the col- 
onies threw off the yoke of Great Britain it was necessary 
that they should have some central authority to guide them 
in establishing their independence. To meet this need they 
formed the Continental Congress, which assumed many of 
the duties of such a government. But Congress, as we 
have seen, labored with great difficulties because it had no 
power to compel obedience. Eai-ly in the Revolution the 
people had formed State governments. They felt more 
closely in touch with these and were extiemely jealous of 
any authority interfering with local control. This feeling 
found marked expression in the Articles of Confederation — 
a plan of government outlined by a committee which Con- 
gress appointed in June, 1776. 

175. Weakness of Congress Under the Confederation. 
— Under the Articles of Confederation, which did not go 
into effect until 1781 (see par. 180), Congress had but little 
power. It could declare war, but it could not raise or sup- 
port an army. It could find out the amount of revenue 
needed for the expenses of carrying on the government, 
but it could not raise a dollar by taxation. In our own 

194 



THE FORMATION OF THE CONSTITUTION 



195 



time the tariff supplies a large part of the government 
revenue, but as Congress could not at that time regulate 
commerce, it could not levy any duties on imported goods. 
Commerce with foreign countries and between the 
States was under the control of the States. Congress could 
do nothing but request the States to pay certain sums of 
money needed by the central government, and the States 
could, and usually did, re- 
fuse to notice such requests. 

In fact, the The states control 

main business commerce, 
of Congress was to recom- 
mend and advise. It could 
not compel a State, or a cit- 
izen of a State, to do any- 
thing. 

176. England and Amer- 
ican Commerce. — A gov- 
ernment so w^eak at home 
could not command respect 
abroad. Soon after the Rev- 
olution, Parliament began 
to enforce the restrictions 
upon American trade, which 
had threatened to ruin the 
colonial commerce. Of 
course these acts of Parlia- 
ment embittered the Amer- 
icans against England, and they sought in vain for some 
way of retaliating. Thirteen independent States could 
not, or would not, agree upon a united plan of action, and as 
Congress could not regulate commerce, nothing was done. 
177. Commercial War Between the States. — Each 
State, managing its own commerce, tried to gain advantages 
over the other States in its trade relations. In order to in- 
crease its foreign trade, a State would sometimes make its 
duties on imported goods lower than those of a neighboring 
State. Duties were levied on goods carried from one State 




THREE SHILLING MASSACHUSETTS BILL 
OF I74I. 



196 



HISTORY OF THE UNITED STATES 








^:'/VP4 



into another. For example, New York laid a duty on chick- 
ens, vegetables, and dairy products from New Jersey, and 
on firewood from Connecticut. New Jersey retaliated by 
laying a tax of $1,800 a year upon a lighthouse which New 
York had erected on the New Jersey shore, and the mer- 
chants in Connecticut began to hold meetings for the pur- 
pose of stopping all trade 
with New York. 

All such bickerings 
over inter- State trade 
made the States more 
jealous and unfriendly 
toward one another. And 
Congress without it is worthy 

power to regulate of noticC 
commerce. ^j^^^ ^jj ^j^j^ 

increase of selfishness, the 
continuation of which 
could only result in civil 
war and the political ruin 
of the Confederation, was 
brought about by the ina- 
bility of Congress to reg- 
ulate commerce. But 
there were other commer- 
cial difficulties of a seri- 
ous nature. 

178. Financial Diffi- 
culties of the Confederation. — After the Revolution our 
imports, which had to be paid for in specie, were so much 
more than our exports, that the country was soon drained 
of nearly all its gold and silver. Congress was in great need 
of money, and there was financial distress throughout the 
country. 

179. Shays's Rebellion. — Business depression steadily 
continued to grow worse. People were in debt, their taxes 
were heavy, and they could not get money for what they 
had to sell. The consequence was that nearly all the States 









I 






-\v' 






''7Vy 4(>\(o; 






^l i 






^ '^ C/ \ ^ 



NEW HAMPSHIRE BILL OF FORTY SHILL- 
INGS, 1742. 



THE FORMATION OF THE CONSTITUTION I97 

began to issue paper promises, which they called money. 
Distress was especially great among the farmers in western 
Massachusetts. Their cattle and their farms j.. . ,. 

Distress of farm* 

were sold b}' the sheriff, and they themselves ers in western 
were sometimes thrown into prison for Massachusetts. 
debt. When their State Legislature refused to issue paper 
promises in order that they might pay their debts, two 
thousand angry farmers in the region about Springfield 
and Worcester, under the leadership of Daniel Shays, sur- 
rounded the court-houses in those cities, and put a stop for 
the time to all lawsuits against debtors. 1 ui a \v mie (m the 
latter part of 1786 and early part of 1787) they had things 
their own way. They not only burned barns and carried 
off movable goods, but they tried to seize the arsenal at 
Springfield for the purpose of securing muskets and cannon. 
After about seven months the rebellion was put down by 
the State militia. 

180. Conflicting Claims to the Northwest Territory. — 
Thus we see that by reason of the inability of Congress to 
regulate commerce and to raise money by taxation, difficul- 
ties were growing day by day. There was still another 
vexing question. That was the conflicting claims to the 
territor}' between the Ohio and the Mississippi, known as 
the Northwest Territory. Four States claimed each a part 
or all of it. Massachusetts and Connecticut based their 
claims to the northern part upon their chartered rights. 
New York insisted that about all of it belonged to her by 
an agreement with the Iroquois Indians. Virginia claimed 
the whole of it not only by chartered right, but by the con- 
quest of George Rogers Clark during the Revolution. 

Of course these conflicting claims led to bitter disputing, 
in which Maryland took a leading part. She objected to the 
ownership of the Northwest Territory by a Maryland objects 
part of the States. She said that inasmuch as to these claims, 
all the States had fought France and England to secure this 
territory, all ought to have a share in the ownership of it. 
Maryland therefore refused to agree to the Articles of 
Confederation until it was clear that these claims would be 



198 



HISTORY OF THE UNITED STATES 



abandoned. The four States having yielded their claims, 
she signed the articles in 1781. 

In taking this position Maryland was doing a great ser- 
vice to the whole country. The common possession of the 
Results of coin= Northwcst Territory by the thirteen States 
mon ownership, helped to hold the States together. They all 
had an equal interest in this extensive region, whose land 




THE president's CHAIR IN THE CONSTITUTIONAL CONVENTION. 



sales would enable the Confederation to get money enough 
to pay all its debts. 

181. The Ordinance of 1787. — The outcome of the dis- 
pute concerning this common ownership was the ordinance 
of 1787, which was the most important measure passed by 
the Confederation. This ordinance provided for the gov- 
ernment of the Northwest Territory, and for dividing it 
into five States. Education was to be encouraged and there 
was to be religious freedom. Although runaway slaves 
were to be returned to their masters, slavery was to be 
forever prohibited. This ordinance was passed by Con- 
gress in 1787, the year of the formation of the Consti- 
tution. 

182. Events Leading to the Constitutional Convention. 
— The many commercial and financial difficulties ending in 



THE FORMATION OF THE CONSTITUTION 



199 



Shays's Rebellion, showed that the Confederation was break- 
ing down. Shays's Rebellion in Massachusetts might soon 
be followed by similar uprisings in other States. In the 

face of such jhe confederation 
d a n g e r S the breaking down. 

Confederation was almost 
powerless. A better form 
of government had there- 




CELEBRATING IN NEW YORK THE ADOPTION 
OF THE CONSTITUTION. 



the calling of the Constitutional Convention. Western settle- 
ment showed the need of connecting the East and the West 
by a system of canals. As the navigation of the Potomac 
River was concerned, commissioners from Maryland and 



200 HISTORY OF THE UNITED STATES 

Virginia met to adopt some regulations for the use of this 
river by the two States (1785). When the Virginia Legislat- 
ure adopted the commissioners' report, they also voted to 
invite all the States to send delegates to a convention the 
following year. This convention was to consider com- 
mercial regulations for the whole country. As delegates 
The conference at ffom Only fivc States met at this conference, 
Annapolis. \^q\^ ^t Aunapolis in 1786, it did not seem 

worth while to discuss the business for which they were 
called together. But before adjourning, they recommended 
that delegates from all the States should meet to consider 
the Articles of Confederation and make them adequate to 
the needs of the country. 

All the States except Rhode Island appointed some of 
their ablest men as delegates to the convention, which met in 
Philadelphia (May 25, 1787), and remained in secret session 
almost four months. Washington was presiding officer of 
this convention, which framed the Constitution^ for the 
The Constitution Ncw Federal Union. The adoption of the 
ratified. Constitution required its ratification by nine 

States. When the ninth State ratified it on June 21, 1788, 
preparations were immediatel^'^ made for the organization 
of the new government. 

183. Supporters and Opponents of the Constitution. — 
There was much opposition to the Constitution from men 
Th Federalists wlio honcstly believed that too much power was 
andtheAnti- givcu to the national govci'nment. These men 
Federalists. bclicved that the States should have most of 

the power, as under the Confederation. Because they 
opposed the Federal Constitution the}' were called Anti- 

^Slavery Compromises hi the Constitution. — In appointing representatives in 
Congress from each State, some of the Southern States wished all the slaves to be 
counted. The Northern States opposed the counting of any of the slaves. Finally, 
it was agreed that in deciding the number of representatives from any slave State 
three-fifths of the slaves should be counted. The North, or commercial part of the 
country, wished the national government to have power to regulate commerce, but 
the South feared this power might be used to prohibit the slave trade. At last it 
was voted that Congress should have full control of commerce, but that importatioa 
of slaves should not be stopped before 1808. 



THE FORMATION OF THE CONSTITUTION 20I 

Federalists. The brilliant orator Patrick Henry belonged 
to this political party. Among the Federalists, or sup- 
porters of the Constitution, were Washington, Hamilton, 
and Franklin, who firmly believed in a strong central gov- 
ernment to control all matters of national interest. After 
a long struggle between these political parties throughout 
the country, the Constitution was ratified by the various 
States, and thus the New Federal Union was established. 

TO THE PUPIL 

1. The period from the close of the Revolution to the adoption of the 

Constitution has rightly been called the Critical Period. Ascertain 
the reason. 

2. Why was there a delay in the adoption of the Articles of Confedera- 

tion ? What is meant by saying that Congress was merely an ad- 
visory body ? 

3. What was the relation between Congress and the various States ? 

4. Be sure that you get clear ideas about the following topics: com- 

mercial war between the States ; Congress without power to regu- 
late commerce. 

5. What financial difficulties did the Confederation have after the close 

of the Revolution? What caused Shays's Rebellion? 

6. What claims were made by various States to the Northwest terri- 

tory ? Why did Maryland object to these claims ? Name the lead- 
ing provisions in the Ordinance of 1787. 

7. Can you now tell why the Confederation broke down ? Outline the 

events leading to the Constitutional Convention in Philadelphia. 
What was the position taken by those who opposed the Constitu- 
tion ? By those who supported it ? 



CHRONOLOGY 

1765. PASSAGE OF THR STAMP ACT. 

1765. MEETING OF STAMP ACT CONGRESS. 

1767. NEW TAXES ON GLASS, LEAD, P.\PER, AND TEA. 

1768. BRITISH TROOPS QUARTERED IN BOSTON. 
1770. BOSTON MASSACRE. 

1773. DESTRUCTION OF TEA IN BOSTON AND ELSEWHERE. 

1774. BOSTON PORT BILL PASSED. 

THE CONTINENTAL CONGRESS MEETS AT PHILADELPHIA. 

1775- April 19, fight at Lexington and concord. 

May 10, CAPTURE of TICONDEROGA and crown point. SECOND MEET- 
ING OF THE CONTINENTAL CONGRESS. 



202 HISTORY OF THE UNITED STATES 

1775. yune 15, WASHINGTON APPOINTED COMMANDER-IN-CHIEF. June I7, BATTLE 

OF BUNKER HILL. 

November 12, MONTREAL taken by Montgomery — Arnold's march to 

QUEBEC. 

December 30, DANIEL boone settles in Kentucky. 

1776. yaituary I, UNION FLAG RAISED AT CAMBRIDGE, MASS. 
February 27, BATTLE OF MOORE'S CREEK BRIDGE. 

June, ARRIVAL OF BRITISH FLEET IN NEW YORK BAY. June 28, ATTACK 

ON FORT SULLIVAN, CHARLESTON, S. C. 
July 4, DECLARATION OF INDEPENDENCE BY CONGRESS. 
August 27, BATTLE OF LONG ISLAND. 

September 15, AMERICANS abandon new york. 
October 28, battle of white plains. 
November 16, surrender of fort Washington. 
Decemoer 26, battle of trenton. 

1777. Jajiuary 3, BATTLE OF PRINCETON. 

June 14, FLAG OF STARS AND STRIPES ADOPTED BY CONGRESS. 

July 6, BURGOYNE CAPTURES TICONDEROGA. 

August 6, BATTLE OF ORISKANY. August 16, BATTLE OF BENNINGTON, 

September 11, battle of brandywine. 

October 4, battle of germantown, October 17, surrender of bur- 

GOYNE. HOWE OCCUPIES PHILADELPHIA. 

1778. CONWAY CABAL. 

ALLIANCE WITH FRANCE. 

May, Clark's expedition to Illinois. 

July, ATTACK ON WYOMING. June 18, BRITISH LEAVE PHILADELPHIA. 

Jmie 28, BATTLE OF MONMOUTH. 
July, ARRIVAL OF FRENCH FLEET UNDER D'ESTAING. 

December 29, savannah taken by the British. 

1779. September 22, fight between the bonhomme kichard and the serapis. 
Sullivan's expedition against the iroquois. 

1780. May, capture of Charleston by the British. 
August 16, battle of camden. 

September, Arnold's treason. 

1781. January 17, BATTLE OF COWPENS. 

March 15, battle of guilford courthouse. 

September 8, battle of eutaw springs. 

October 19, cornwallis's surrender at yorktown. 

1782. November 30, PRELIMINARY TREATY OF peace SIGNED. 

1783. September 3, final treaty of peace with great Britain signed. 

November 25, EVACUATION OF new YORK. 

December 4, Washington takes leave of his officers. 

1784. Jefferson's northwest ordinance proposed. 

1786. shays's rebellion. 

1787. northwest territory organized, and ordinance adopted. 
may 25, constitutional convention met at philadelphia. 
September 17, constitution of the united states signed by the del- 
egates. 

1788. June 21, constitution ratified by new Hampshire, securing its 

adoption. ' . 



CHAPTER XV 

THE NEW STRUGGLE FOR POLITICAL INDEPENDENCE AND 
THE GROWTH OF NATIONAL FEELING ( 1 789- 1 829) 

REFERENCES: Scribner's Popular History of the United States, IV. ; An= 
drews's United States, I.; Walker's Making of the Nation ; Richardson's History 
of Our Country; Wright's Children's Stories of American Progress; Hale's 
Stories of Invention ; Coffin's Building the Nation ; Hart's Formation of the 
Union; Channing's United States; Eggleston's Household History; Drake's 
Making the Great West; Drake's Making the Ohio Valley States; Barnes's 
Popular History of the United States; Burgess's Middle Period. 

OUTSIDE READINGS: McMaster's United States, I. -III.; Hildreth's 
United States, IV.-VI. ; Schouler's United States, I. ; Henry Adams's United 
States, I.-IX.; Lossing's Field-book of the War of 1812 ; Montgomery's French 
History; Roosevelt's Naval War of l8t2; Johnston's American Politics; 
Lodge's Washington ; Lodge's Hamilton ; Morse's Jefferson ; Wharton's 
Martha Washington ; Bolton's Famous Americans; Oilman's Monroe ; Ma- 
gruder's Marshall ; Gay's Madison ; Schurz's Clay ; Morse's John Quincy 
Adams ; Goodwin's Dolly Madison. 

FICTION : Martineau's Peasant and Prince ; Dickens's Tale of Two Cities ; 
Henty's In the Reign of Terror; Hale's Philip Nolan's Friends; Hale's Man 
Without a Country; Eggleston's Signal Boys; Eggleston's Captain Sam; 
Eggleston's Big Brother ; Bynner's Zachary Phips; Seawell's Little Jarvis; 
Seawell's Midshipman Paulding. 

POETRY : Holmes's Ode for Washington's Birthday ; Key's Star Spangled 
Banner; Drake's American Flag; Holmes's God Save the Flag; Holmes's Old 

Ironsides. 

DOMESTIC AFFAIRS IN THE EARLY YEARS OF THE NEW 
GOVERNMENT 

184. Washington the First President. — It was natural 
that the people should wish George Washington to be 
the first President.^ He stood for no party, but was the 

•George Washington, first President of the United States (1789-1797), was 
born in Westmoreland County, Va. , Februarj' 22, 1732, and died at Mount VernoD 

203 



204 



HISTORY OF THE UNITED STATES 



choice of all the people, and he received the unanimous 
vote of the Presidential electors.^ John Adams, of Massa- 




■niE SriE (IF WASHllMiHi.N S Kl R 1 Hl'LACK. 



chusetts, was elected Vice-President. The inauguration 
had been planned for the first Wednesday in March, but 

December 14, 1799. When he was eleven years old his father died, leaving the 
youth in care of a faithful and devoted mother. While at school George was pains- 
taking and careful with his work, and excelled in such athletic sports as running, 
leaping, and wrestling. He was so true to himself and to others that he often acted 
as a judge in deciding disputes between his young friends. In 1759 he married a 
rich young widow, Mrs. Martha Custis, whose property, added to his own large 
estates at Mount Vernon, made him a man of much wealth. His bravery, patriot- 
ism, and military skill, as shown in the Last French War, led to his being chosen by 
the Continental Congress as Commander-in-chief of the American troops during the 
Revolution. By reason of his modesty he shrank from this service, for which he 
was admirably fitted. He refused to receive any pay during the entire Revolution. 
It may indeed be truly said that he proved himself indispensable to the success of 
the Americans in that war. He was a man of commanding presence and dignified 
manner. His success lay not in intellectual brilliancy, but in a well-balanced judg- 
ment, in a belief that right made might, and in a rare power of winning men's con- 
fidence. 

* Under Section I., Article II., of the Constitution, may be found the following; 

" Each State shall appoint, in such manner as the legislature thereof may direct, 
a number of Electors equal to the whole number of Senators and Representatives 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 



20; 



travelling was so slow in those days that it was impossible 
for Congress to meet and count the electoral votes in time 




MOUNT VERNON, WASHINGTON'S HOME, FROM THE FRONT. 



to have the inauguration before April 30. New York City 
was the capital of the country. 

The inauguration at Federal Hall was very impressive. 
The oath of office was solemnly taken, and the chancellor 
of New York, who had given it, then turned 

, ,1 , 1 • J ii T 1 • /^ The Inauguration. 

to the people and cried, Long live Creorge 
Washington, President of the United States!" The cry 
was taken up by the throng, who, amid their joyous shouts, 
had escorted Washington from his house in New York to 
Federal Hall on his wa}' to deliver his first inaugural. 

185. The Number and Distribution of the People. — 
According to the census of 1790 the population of the 
United States was nearly 4,000,000 souls, about one-fifth of 
whom were negroes. Most of the people resided in the 

to which the State may be entitled in the Congress." The people in the various 
States vote for these Presidential electors. Tha latter, called when taken to- 
gether the Electoral College, vote directly for President and Vice-President. 



206 



HISTORY OF THE UNITED STATES 



thirteen original States, not more than five per cent, being 
found west of the Alleghanies. The belt of settlement ex- 
tended from Maine to Florida, with an average width of two 
Well-settled hundred and fifty-five miles. The most densely 
regions. peopled regions were on the coast of Massa- 

chusetts, of southern New England, and of New York. 
Other well-settled regions included the Hudson River val- 




WASHINGTON's reception on the bridge at TRENTON, N. J., UN HIS WAY 
TO BE INAUGURATED. 



ley as far as Albany, the Mohawk valley, the route now fol- 
lowed by the Pennsylvania Railroad from New York across 
New Jersey to Philadelphia, and the river valleys of eastern 
Virginia. 

Virginia ranked first in population, having 532,000 in- 
habitants. Massachusetts and Pennsylvania, with about 
330,000 each, stood next. There were no large 
cities. The principal commercial centres 
were Philadelphia, with about 31,000; New 
York, with 23,000; Boston, with 15,000; Baltimore, with 



Five principal 

commercial 

centres. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 20/ 

13,000, and Charleston, with nearly 11,000. All these five 
cities contained fewer people than Albany or Denver alone 
contains to-day. 

186. Modes of Travel — Stage-coaches. — The people 
lived mainly along rivers or on the coast, because one of 
the easiest and most convenient methods of simple conditions 
travel was by boat or sailing packet. It is not *** ''**• 

easy for us to realize how simple the conditions of life were 
in those days. Imagine our being without steamboats, rail- 
roads, electric cars, telegraphs, and telephones, and you will 
have an idea how slowly life moved in 1789. 

The best method of conveying passengers and goods by 
land was the clumsy old stage-coach. In Washington's first 
administration two stage-coaches and twelve horses were 
sufficient to accommodate all the people and carry all the 
goods passing between Boston and New York, two of the 
chief commercial centres in the country. It The old 

took about as long to make the trip as it does 8tage=coach. 

now to travel from Boston to San Francisco, or from New 
York to Liverpool. In summer the stage could cover for- 
ty miles a day. In winter, when the snow lay upon the 
ground or the roads were heavy with mud, the distance 
was cut down to twenty-five miles a day. About ten at 
night the traveller reached the wayside inn, where he put 
up for the night. He was called at three the next morning 
in time to renew his journey for another eighteen hours. 

187. Ferries. — There were no bridges spanning large 
rivers as there are now. In going by stage from Boston to 
Philadelphia the passenger had to be ferried across eight 
or ten rivers. In a high wind these crossings were very 
dangerous, owing to great blocks of floating ice. Not un- 
commonly the ferryboat was upset by a sudden gust of 
wind. The passage in winter from New York to Jersey 
City (then Paulus Hook) involved more risk than a trip 
from New York to Japan does now. 

188. The Mails. — To-day a number of express trains 
daily carry mail in less than six hours from New York to 
Boston, but in Washington's time a postman carried the 



2o8 



HISTORY OF THE UNITED STATES 



mail on horseback from New York to Boston three times a 
week in summer and twice in winter. It required six days 
to make the trip in summer and nine in winter. A pair of 
saddle-bags sufficed to carry all the mail between theselwo 
commercial centres. The postman carried mail from New 
York to Philadelphia five times a week, and was two days 

in making the jour- 
ney. In regions re- 
mote from business 
centres 

The post=rider. . . 

an old 
man was often made 
post - rider. While 
his horse jogged 
leisurely along he 
would while away 
the lonely hours in 
knitting socks and 
mittens or in open- 
ing and reading the 
letters in the mail- 
bag. 

These clumsy 
methods of travel 
and communication 
kept the people ig- 
norant of those parts 
of the country 
which were not near 
them. The Massa- 
chusetts citizen knew very little about the citizen of South 
Carolina, and neither understood the other. Under such 
Lack of national Conditions there was much foolish prejudice 
patriotism. jj-j g^ch State agaiust people in other States, 

and but little attachment to the Union. We see, therefore, 
that the patriotism of those days was a State patriotism 
rather than a national patriotism. 

189. Washington's Formality. — The Federalists in- 




POSTAL PROGRESS IN THE UNITED STATES, 
1 776-1876. 





^,c^ ^2/ \nfiA 



Age IS. 





t^^ "Ym/ALTLa loTh 



Ol^C^^zncn^ m<>a <Su</^£:^jty^i^^^lrvft7v^^^f7A^^^^-^ 



^Miuna/tmy 







A ere 25. 



*y^r7vour^^^ 



(?^ZV 




/ ^^^/vw:^ 









^. 



c^^fe^ 3U:}( Zf ..^i:^^^^^^ /77^- 



Four days before his death. Age 67. 




f79^ 



'^€L<^y^y^r;Z^ 



HOW WASHINGTON SIGNED HIS NAME AT VARIOUS AGES. 
14 



210 



HISTORY OF THE UNITED STATES 



eluded much the larger part of the wealthy and commer- 
cial classes, and were especially strong in the cities. They 
were aristocratic in their feelings and were in- 
ings of the Fed= clincd to imitate English social and ofificial 
eraiists. customs. Believing in a strong Central govern- 

ment, they wished the Presidential ofhce to be one of great 
dignity. Washington had seen something of the pomp and 

state of the royal 
U ^ governor's court in 
^ Virginia, and it 

seems to have ap- 
pealed to his sense 
of fitness. He there- 
fore surrounded 
himself with much 
ceremony. On state 
occasions he rode in 
a coach drawn by 
six horses, and on 
ordinary occasions 
in a coach drawn by 
four horses. When 
walking on the street 
he was followed at a 
respectful distance 
bv a body servant in 
liver3\ Every Tues- 
day afternoon, from 
three to four, he held 
at the executive man- 
sion a public recep- 
tion, when he appeared in court dress, with powdered hair, 
Washington at ^ drcss-sword at his side, and a cocked hat 
public receptions, under his arm. Standing with his right hand 
behind him, he bowed formally as his guests were presented. 
Moreover, he allowed his birthday to be celebrated. These 
things greatly displeased many people, who charged Wash- 
ington with the desire to become king. They wished the 




JOHN JAY. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 211 

President to dress plainly and to live as simply as an ordi- 
nary citizen. 

190. The New Government. — Washington's first duty 
was to organize the new government. John Jay was ap- 
pointed first Chief Justice of the Supreme Court. The 
cabinet is most important, because its members are the 
heads of various executive departments and aid the Pres- 
ident in doing his official work. Washington chose for his 
cabinet four eminent citizens who represented both political 
parties. Thomas Jefferson became Secretary of State ; 
Alexander Hamilton, Secretary of the Treasury ; General 
Henry Knox, Secretary of War; and Edmund Randolph, 
Attornev-General. 

191. Hamilton and Jefferson the Two Great Political 
Leaders. — Hamilton was a stanch Federalist, but Jeffer- 
son was a bitter opponent of the Federalists. They became 
tlie respective leaders of the two political parties, and 
were soon engaged in a long and bitter struggle to carry 
out their views of government. The struggle was not 
personal. It was a struggle of principles and did not end 
when Hamilton and Jefferson passed out of shaii the Federal 
public life. It continued until it brought on o"" the state Gov- 

t^ " ernment be su- 

the great Civil War. Shall the Federal Gov- preme? 
ernment be supreme over the State ? Shall there be a lib- 
eral construction of the Constitution, so as to grant large 
powers to Congress and the President? Hamilton said 
" Yes ; " Jefferson said " No." Jefferson feared that the 
Federal Government might become so strong as to rob the 
states of their powers and at last to drift into a monarchy. 
He believed that the general government had only such 
powers as were definitely granted in the Constitution. In 
other words, he believed in a " strict construction" of the 
Constitution. 

192. Hamilton's Plan for Establishing Credit. — The 
new government had many difficulties to face. The most 
serious and pressing of these were its debts. The old Con- 
federation had little credit at home and abroad. If the 
United States was to lift its head among the nations it must 



212 



HISTORY OF THE UNITED STATES 



first find its footing in a firm financial polic}'. Alexander 
Hamilton had a wonderful insight and clear understanding 
Hamilton's finan- i" moucy matters, and he brought his sound 
ciai policy, judgment to the support of the new govern- 

ment. He knew that the only way of gaining credit is by 
paying honest debts. He therefore recommended that the 

United States assume in 
full all the debts of the 
Confederation, both for- 
eign and domestic. In 
regard to the foreign 
debt. Congress readily 
assented. After some dis- 
cussion, it voted to pay 
also the domestic debt, 
or that owed to Ameri- 
can citizens. 

But Hamilton was a 
very conservative man. 
He clung to old princi- 
ples of government. He 
wished to establish a 
government of whose 
strength the nation need 
not be ashamed. In his 
plan for building up the 
nation's credit, therefore, 
he proposed that, besides its own debts, or the debts which 
had been handed down from the Confederation, the United 
States should assume the debts of the separate States. The 
Union would thus establish a supremacy over the separate 
He recommends Statcs. As the State debts were mostly loans 
the payment of from wealthy Americans, these influential cit- 
by^ the United izcus would bc attached as creditors to the 
states. Union. They would become directly interest- 

ed in building up its financial credit. They would work to 
make the central government strong by giving it a large tax- 
ing power with which to obtain a revenue to pay its debts. 




ALEXANDER HAMILTON. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 



213 



This part of the plan was novel and unexpected, and 
greatly alarmed the followers of Jefferson. They believed 
that the States should do a large part of the jefterson-s fou 
g-overningf. They dreaded more than all else 'owers opposed 

o o y the payment of 

a strong central government, because they the state debts, 
feared it might lead to a monarchy. They accused Hamil- 
ton of trying to rob the people of their rights by placing 




A MOUNTAIN STII.I,. 



them under the rule ot a king. Accordingly, the followers 
of Jefferson opposed the payment of the State debts by the 
United States, and after a bitter struggle defeated Hamil- 
ton's scheme b}' a narrow majority. 

Later, however, in return for an agreement to locate the 
new capital, Washington, upon the banks of Washington 
the Potomac, the Jeffcrsonians conceded the made the capital, 
assumption of the State debts to the followers of Hamilton. 



214 



HISTORY OF THE UNITED STATES 



The measure proved one of the wisest policies ever adopt- 
ed. It was a brilliant example of Hamilton's far-seeing 
statesmanship. 

193. A Tariff Laid on Foreign Trade. — How to raise 
the money to pay all these debts was a serious question. 
At its first session, Congress laid an indirect tax upon ves- 
sels and certain kinds of goods coming into this country 
from foreign ports. This tax, or tariff, was not only for the 

purpose of raising a revenue, 
but also for protecting the 
young manufactories spring- 
ing up at various points in 
the United States. As this 
Tax on spirituous t a r 1 n did not 
liquors. 3'ield revenue 

enough for the country's 
need, a direct tax was laid 
later on spirituous liquors 
(1794). Direct taxes are not 
generally popular, and this 
one was no exception. It was 
an unpleasant reminder of 
the Stamp Act. We need not 
be surprised, therefore, that 

resistance was offered to this direct tax imposed by the 

new government. 

194. The Whiskey Rebellion (1794).— The people of 
western Pennsylvania lived so far from business centres, 
which they could reach only by poor roads, that it was 
very expensive for them to transport their grain to market. 
There was more profit in making the grain into whiskey, 
which was much less bulky than the grain from which it 
was made. As the tax levied upon the whiskey lessened 
the profit of the farmers, they regarded this tax as unjust. 
They therefore refused to pay it, and severely handled offi- 
cers sent by the Government to see that it was enforced. 
The people rose in arms to resist the law, but Washington 
promptly sent a body of troops, which easily put down the 
insurrection. 




ELI WHITNEY. 



NEW STRUGGLE FOR POLTTICAL INDEPENDENCE 215 

The Whiskey Rebellion had merely a passing interest. 
Whitney's cotton-gin had a permanent influence upon our 
history. Let us now consider that remarkable invention. 

195. The Invention of the Cotton-gin (1793). — In 1793, 
Eli Whitney, a Massachusetts man then living as a tutor at 
the home of General Greene's widow in Georgia, invented 
the cotton-gin. The influence of this invention upon cot- 
ton-growing, slavery, and the future history of the country, 




WHITNEY S FIRST COTTON-GIN. 



cannot be measured. Before that time cotton was not 
rafsed to any great extent in the South. Without the cot- 
ton-gin a slave could separate, in a day, the seeds from only 
a single pound of cotton fibre, but now, with the aid of the 
cotton-gin, he could in a day separate the seeds from a 
thousand pounds. The value of slave labor was thus great- 
ly increased, and the planter could afford to sell his cot- 
ton much cheaper than before. 

At once there was a great and increasing demand for 
cotton in English as well as Northern cotton-mills, and its 



2l6 HISTORY OF THE UNITED STATES 

culture became highly profitable. The general belief had 
been that slavery would gradually die out all over the 
Results of the country. It did not pay in the North, where 
invention of tiie there wcrc no large plantations, and in that re- 
on=gin. gion it was already disappearing. But now the 

cotton-growers in the South and the owners of cotton-mills 
in the North had a selfish interest in the institution. For 
the owners of cotton-mills, like the planters, made money 
on the ever-increasing demand for cotton, the price of 
which had been greatly lessened by the cotton-gin. They 
all thought that cotton-raising could not be carried on 
successfully without slave -labor. Hence the demand 
from this time forward for more and more slaves in the 
cotton States. 



TO THE PUPIL 

1. Note the fact that Washington was President for two terms, 

1789-1797. 

2. With your map before you, study carefully the distribution of the peo- 

ple in 1790. Why did the people live mainly along rivers or on the 
coast ? 

3. Try to form vivid mental pictures of travel by the old stage - coach. 

How was the mail carried in 1790 ? How did the clumsy methods 
of travel and communication affect the attitude of the people in one 
State toward the people of another State ? On all these topics 
McMaster's History, I., will repay careful reading. 

4. What classes of people were included in the Federalists ? Discuss 

Washington's formality. 

5. What is meant by the Cabinet ? 

6. " Shall the Federal Government be supreme over the States ? " 

What answer did Hamilton give ? Jefferson ? You may well keep 
this great question in mind, for it will come up again and again in 
the subsequent periods of our history. As you will find later, dis- 
agreement about the answer led at last to Civil War. What is 
meant by " strict construction " of the Constitution? 

7. What was Hamilton's financial policy ? Why did he urge that the 

United States should assume the debts of the separate States ? Why 
did Jefferson's followers oppose this part of Hamilton's plan? 

8. Which do you think was right in his attitude toward the State debts, 

Hamilton or Jefferson ? Give reasons for your answer. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 21/ 

9. Review the difference between a direct and an indirect tax. What 
indirect tax was levied ? What was its purpose ? What direct 
tax was levied ? Why was it unpopular ? 

10. What influence did the invention of the cotton gin have upon the pro- 

duction of cotton by slave-labor ? Explain why the Southern planters 
and the Northern cotton-mill owners had, from the time the cotton- 
gin was invented, a selfish interest in slavery. 

11, Read Coffin's Building the Nation on social life in New England and 

in other States. 



FOREIGN RELATIONS IN THE EARLY YEARS OF THE NEW 
GOVERNMENT 

196. A Period of Trial and Uncertainty for the Young 
Republic (1789-1815). — When, in 1789, Washington became 
President, man}- intelligent people, both in Europe and 
America, doubted whether the Federal Union would live 
long. This was a reasonable doubt, for the young repub- 
lic was yet weak and called forth little na- , .^^, ,. . 

•^ _ ... Little national 

tional feeling. A foreign traveller, visiting feeling in the 
the United States at tliis time, said that he ^""^'' ^*^*^*" 
found no Americans; that the people were all English or 
French in their sympathies and feelings. The English 
party, or the Hamiltonians, and the Frencli party, or the 
Jeffersonians, were almost as intense in their dislike of each 
other as were Englishmen and Frenchmen in Europe. 

Soon after the outbreak of the French Revolution (1789), 
war began between France and England and, with short 
intervals of peace, continued until Napole- war between 
on's downfall at Waterloo (181 5). During this France and 
great struggle many efforts were made to drag "g'an'i. 

the United States into the war. Both France and Eng- 
land were unwilling that this country should remain neu- 
tral. When the United States refused to form an alliance 
with either country, both of them seriously injured our 
commerce. They showed little respect for a people who 
seemed so lacking in national spirit. 

The entire period from 1789 to the close of the War of 



2l8 HISTORY OF THE UNITED STATES 

i8i2 was one of anxiety for the well-wishers of the republic. 
During all these years the American people were engaged 
From 1789101815 in a struggle similar to the American Revo- 
the Americans lution. In the earlier struggle they were 

struc*i?lc for in* c>o y 

dependence of fighting to bccomc independent of England ; 
Europe. jj^ ^j^g later they were striving to become 

independent of Europe. This later period culminated in 
the War of 18 12, which has been rightly called the Second 
War of Independence. But from the beginning of Wash- 
ington's administration the struggle over commercial or 
other difficulties was pressing. 

197. Influence of the French Revolution upon Ameri- 
can Affairs. — The same year that Washington became 
President was also the first year of the French Revolution. 
The French The people of France had been so oppres- 
Revoiution. sivcly taxed and otherwise misgoverned that 
they were at last ready to resort to violence against the 
French monarchy. They tore down the gloomy prison 
called the Bastile and afterward put to death the king and 
queen. In the " reign of terror" that followed thousands of 
men and women were guillotined. To add to the confusion, 
the French Republic was soon at war with neighboring 
countries. She declared war with England in 1793. 

Hamilton and his followers took the side of England ; 
Jefferson and his supporters sympathized with the French 
revolutionists. As France had helped us in the American 
«, ..• _. Revolution, the French claimed that we ought 

Washington ' ^ 

refuses to aid to help them in their struggle for freedom. 
France. ^^ ^^^^ Washington and the Hamiltonians, 

with gratitude to France for aid given us in the American 
Revolution, felt a warm interest ; but later, when the revo- 
lutionists had resorted to extreme violence to carry out their 
plans Hamilton began to regard them with great distrust. 
Besides, Washington agreed with Hamilton in the belief that 
we were too weak to become involved in European wars, 
and he therefore issued a proclamation of neutrality. 

198. Citizen Genet Defies Washington.— The new 
French Government, the Directory, knowing that many 
Americans were in sympathy with the French revolution- 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 219 

ists, sent Citizen Genet as minister to the United States. 
In utter defiance of the President this indiscreet man tried 
to fit out American privateers to be used in destroying 
English commerce. In answer to objections from Wash- 
ington, Genet threatened to appeal to the people, hoping 
they would approve his course and take his side against 
their own President. This threat was a striking bit of au- 
dacity and showed the contempt Genet felt for our govern- 
ment. But the people sustained Washington, and at his 
request Citizen Genet was recalled. 

199. Jay's Fruitless Treaty with England.— The Eng- 
lish would not give up Oswego, Niagara, Detroit, and other 
Northwestern forts, which, by the treaty of our difficulties 
peace, at the close of the Revolution, they had '«^'th England, 
agreed to surrender. They also seriously interfered with 
our commerce by forcibly stopping and searching our ves- 
sels for deserters, and in many cases impressing our seamen 
into their service. Besides all this, they would not let us 
trade with the English West Indies. On the other hand, 
the English maintained that we had failed to keep our part 
of the same treaty by refusing to pay certain debts owed 
by Americans to English merchants, and by not making 
good the losses sustained by American Tories when they 
left their homes in this countr)' during the Revolution. 

To settle these difficulties John Jay was sent over to 
England. As a result a treaty was agreed upon which set- 
tled nothing about the impressment of American seamen. 
England refused to discontinue this practice, but Jay felt 
that in our weak position among the nations of the world 
we must be satisfied with what we could get from a coun- 
try so much stronger than our own. Washing- , , ^ ^ 

J ^ & Jay s treaty 

ton, believing the treaty was the best we makes the Amer- 
could arrange, urged its adoption. A large "^"* '" '^"""** 
part of the American people were indignant. Hamilton 
was stoned while making a speech in New York in defence 
of the treaty, and Washington was so bitterly attacked and 
unjustly accused that he said he would rather be in his 
grave than be President. 



220 



HISTORY OF THE UNITED STATES 



200. Political Parties. — Originally, as we have seen, 
those supporting the Constitution were called Federalists, 
and those opposing it Anti-Federalists. After the Con- 
stitution went into effect, the Federalists, under the lead 
of Alexander Hamilton, favored a strong central govern- 
ment, while the Anti-Federalists, under the lead of Jeffer- 
son, wished the States to have most of the powers of 
government. The Jeffersonians called themselves Repub- 
licans, but since Jefferson's followers favored the French 

revolutionists, the Federalists 
called them Democrats, after 
the French Democrats. A lit- 
tle later they became known 
as Democratic -Republicans. 
In Andrew Jackson's admin- 
istration they were called 
Democrats, and the name 
has remained till the present 
time. 

201. The "XYZ Papers." 
— Our trouble with France 
was by no means 
settled by the re- 
call of Genet. 
JOHN ADAMS. Whcu thc Jay treaty with 

England was ratified, the 
French were so angry that they sent home our minister 
and recalled their own from the United States. French 
cruisers openly attacked our merchant vessels. The coun- 
try was too weak for war, and President Adams ^ wished to 
avoid one if possible. 

' John Adams, second President of the United States (i 797-1 Soi), was born 
at Braintree, Massachusetts, in 1735, and died July 4, 1826. After graduating from 
Harvard he became a lawyer. He was a prominent member of the Continental Con- 
gress, and proposed Washington for commander-in-chief of the American troops. 
Being an eloquent advocate of independence he did much to bring about a political 
separation from England. He was one of the three commissioners who negotiated 
a treaty of peace with Great Britain at the close of the Revolution and afterward 
became the first American minister to England. His honesty and courage won the 




The French an= 
gry about the 
Jay treaty. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 221 

The French having promised to receive an embassy 
with honor, President Adams sent over three envoys, John 
Marshall, afterward Chief Justice, Charles Pinckney, and 
Elbridge Gerry, to set things right. Upon their arrival 
they were not received with respect. They were boldly 
informed that peace with France could be secured only on 
two conditions : (i) That a large sum of money should be 
paid to members of the Director}^ ; and (2) that an ad- 
ditional sum should be loaned to France for carrying on 
her wars. The papers reporting to Congress these shame- 
ful propositions were signed, not by the names of the secret 
agents representing the French Government, but by the 
letters X Y Z. Hence they were called the " X Y Z Papers." 
Pinckney 's indignant repl}' was, " Millions for defence, but 
not one cent for tribute," and this became a rallying cry 
throughout the United States. 

Congress organized an army and put Washington at the 
head of it. In the meantime, the French continued to capt- 
ure our vessels, and seized a thousand of them. serious trouble 
Soon a state of war existed on the sea, where ^""^ France. 
Commodore Truxton defeated and captured two French 
frigates.^ These defeats recalled France from her insolent 
attitude, and when President Adams again sent over envoys, 
Napoleon Bonaparte, who w^as then at the head of affairs, 
made things satisfactorv to this country. 

202. Alien and Sedition Laws (1798). — These difficul- 
ties with France stirred the patriotic feelings of our peo- 

admiration of his friends, but his obstinacy and lack of tact involved him in many 
quarrels. 

John Adams was inaugurated at Philadelphia, which had taken the place of New 
York as the seat of government. During his term of office, in iSoo, Washington 
became the capital. 

' Out of the excitement that thrilled the people the song " Hail, Columbia " sprang. 
The words were written by a lawyer of Philadelphia, Joseph Hopkinson, and set to 
the music of the march composed for Washington's inauguration. " Hail, Columbia" 
was first sung at a theatre in Philadelphia. The applause was tremendous. Men 
rose to their feet, throwing their hats into the air, and women vigorously waved 
their handkerchiefs. Again and again the audience called for the noble song until 
it had been sung nine times. In a few weeks " Hail, Columbia" was sung by thou- 
sands of enthusiastic Americans. 



222 



HISTORY OF THE UNITED STATES 



pie and for a time strengthened the Federalist party. Its 
leaders went too far, however, when they passed the Alien 
and Sedition Laws. Many of the Democratic-Republican 
newspapers were under the influence of Frenchmen who 
had come to live in the United States. These men used 
'their papers to make bitter and slanderous attacks upon 
President Adams and the government. Naturally the Fed- 
eralists, with their leanings toward a strong central govern- 
ment, believed that such at- 
tacks weakened the Union by 
lessening the respect of the 
people for it. They there- 
fore passed the Alien Law, 
which gave the President 
power to send out of the 
country any foreigner whom 
he might think dangerous to 
its peace. The Sedition Law 
gave him power to fine or im- 
prison any one who might 
conspire against the govern- 
ment, or publish anything 
evil against it. 

This law violated the first Amendment to the Consti- 
tution by interfering with the freedom of the press, and 
aroused the Democratic-Republicans to a high state of in. 
dignation. They said such laws were tyrannical and proved 
the desire of the Federal leaders for something like a mon- 
The virg:inia and archy. The Virginia Resolutions, written by 
oiutions*"*i798-^*' Madisou, and the Kentucky Resolutions, writ- 
'799)- ten by Jefferson, expressed their dislike of the 

Alien and Sedition Laws. These Resolutions not only de- 
clared the laws to be unconstitutional, but the Kentucky 
Resolutions went so far as to say that a State might right- 
fully nullify any act passed by Congress that was not con- 
stitutional. Nullifying a law is declaring it not binding, and 
therefore nullification is a most dangerous doctiine; for if 
each State should reserve the right to refuse obedience to 




JOHN MARSHALL. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 22$ 

any law which in its judgment violates the Constitution, 
that document would in time be worth as little as the pa- 
per it is written on, and the Federal Union would fall to 
pieces. 

203. Chief Justice Marshall's Influence in Strengthen- 
ing the Federal Union. — That this result was not brought 
about was largely due to the influence of one man. Just 
before going out of office in 1801, President Adams ap- 
pointed John Marshall/ of Virginia, as Chief Justice of the 
Supreme Court. He heartily believed in the liberal con- 
struction of the Constitution, and for thirty-five years his 
decisions as Chief Justice of the Supreme Court had great 
influence in making the general government superior to the 
States in all questions affecting the common interests of the 
whole people. It has well been said of him : " He found 
the Constitution paper, and made it power ; he found it a 
skeleton, and clothed it with flesh and blood." 



TO THE PUPIL 

1. Revie'w the significance of the following dates: 1492, 1588, 1689. 

Now add to these 1789. Why is it significant ? Can you think of 
any reason for the lack of national feeling among the Americans in 
1789? 

2. Look up the causes of the French Revolution in Coffin's Building the 

Nation. 

3. Why was the entire period from 1789 to 1815 one of trial and anxiety 

for the Young Republic ? Do not forget these dates. 

4. Why did the French Revolutionists maintain that we should aid them 

in their war with England? What did Washington think of aiding 
them ? Was he right or w^rong ? Give reasons for your answ^er. 

5. What difficulties did we have with England ? Why was Jay's treaty 

unsatisfactory to a large part of the American people ? Do you like 
it or not ? Give reasons for your answer. 

' John Marshall was a great American, and left his impress upon the government 
as few men have done. His personal appearance was striking. He was tall and 
slender, with black hair and small eyes. Simple in dress and modest in manner, 
his warm heart won the truest friendship of those who knew him. With rare grasp 
of mind and greatness of purpose, he labored to make the Union strong. 



224 HISTORY OF THE UNITED STATES 

6. Review the origin of the Federalist and the Anti-Federalist parties. 

What were these parties now called ? What was the principal 
difference between them ? 

7. How did the French indicate their anger about the Jay treaty ? Ex- 

plain clearly the " X Y Z Papers." What recalled France from her 
insolent attitude toward the Americans ? At this time John Adams, 
our second President, •was in office. He served one term, 1797-1801. 

8. What facts led the Federalists to pass the Alien and Sedition laws ? 

What were these laws .? What were the Virginia and Kentucky 
Resolutions ? Mark them well. They were a significant and 
dangerous step toward the nullification and secession movements of 
later years. 

9. What kind of man was Chief Justice Marshall? Memorize the quota- 

tion which well indicates the work of this remarkable man, the 
greatest chief justice we have ever had. 
10. If you w^ill read Martineau's Peasant and Prince you will have clear 
ideas about the leading facts of the French Revolution. 



SETTLEMENT OF THE MISSISSIPPI VALLEY 

204. Thomas Jefferson, the Democratic - Republican 
Leader, becomes President.^ — Before beginning to discuss 
the settlement of the Mississippi valley let us consider for 
a moment a statesman whose greatest act was the purchase 
of Louisiana, a large part of this valle3^ That statesman 
was Thomas Jefferson, of Virginia, who became the third 
President (March 4, 1801).^ Up to that time the national 

' Thomas Jefferson, third President of the United States (1S01-1809), was born 
at Shadwell, Virginia, in 1743, and died at Monticello, Virginia, July 4, 1826. At 
seventeen years of age he entered the College of William and Mary, where he was an 
earnest student. He afterward became one of the most learned men of his times, 
being known as the " Sage of Monticello." He was also a daring horseman and an 
excellent violinist. After graduating from college he studied law and soon exer- 
cised a large influence over the politics of his State and his country. He was 
elected a member of the Continental Congress and, as chairman of the committee 
to draft the Declaration of Independence, wrote practically all of that remarkable 
document. At the end of his Presidential term of oilfice he retired to his beautiful 
home, Monticello, where he spent the remaining years of his life. 

2 The Presidential election for a successor to John Adams caused much bitter 
feeling between the two political parties. The Federalists cast their votes for John 
Adams and C. C. Pinckney ; the Republicans for Thomas Jefferson and Aaron 
Burr. As the two latter each received seventy-three electoral votes neither was 



WEVV STRUGGLE FOR POLITICAL INDEPENDENCE 



225 



government had been under the control of the Federalists, 
and many people believed that the election of the Demo- 
cratic-Republican President would lead to the country's 
ruin. In this, of course, they were greatly in error, for 
Jefferson, as President, moved slowly in changing the pol- 
icy of the government, and did many things to make the 
general government stronger than it had been before. 




MONTICELLO, THE HOME OF JEFFERSON. 



205. Jefferson's " Republican Simplicity."— During the 

eight years of his Presidency Jefferson wielded a large per- 
sonal influence over the people. Form and ceremonv were 
distasteful to him. He believed the President should be 



elected, and the election was thrown into the House of Representatives, which, ac- 
cording to the Constitution, was to choose one of them for President. The contest 
was prolonged and exciting, but ended, as above stated, in the choice of Jefferson 
as President. Burr became Vice-President. This unfortunate contest resulted in 
the Twelfth Amendment to the Constitution, in accordance with which the Presi- 
dential electors must vote separately for President and for Vice-President. 
15 



226 



HISTORY OF THE UNITED STATES 



simple in dress and manner and mingle freely with the 
people. In his "red waistcoat, yarn stockings, and slippers 
down at the heel," he presented a striking contrast to the 
courtly appearance of Washington. 

On the day of his inauguration he went on foot to the 
Capitol, in his ordinary dress, escorted by a number of his 

political friends.^ It became 
his custom, when visiting the 
Capitol, to ride on a horse, 
which he tied with his own 
hands before entering. He 
did not hold weekly recep- 
tions, but he entertained hos- 
pitably, and allowed persons 
wishing to see him to call at 
any time. Though the Fed- 

Jefferson the idol CralistS did nOt 
of the masses. belieVC it bcst 

for men of all classes and 

conditions to vote, Jefferson, 

because of his great faith in 

the people, was an advocate of universal manhood suffrage. 

We need not be surprised, then, to learn that he became the 

idol of the masses. 

206. Pioneers in the Mississippi Valley before the 
Revolution. — We have seen how Boone, Clarke, Sevier, 
and Robertson were leaders among the pioneers who went 
from Virginia and the Carolinas across the mountains be- 
™. . . fore the Revolution and made settlements in 

The pack-horse 

and the forest- Kentucky and Tennessee. Their only roads 
were the forest-trail and the river ; their only 
means of travel and transportation the pack-horse and the 
canoe. Daring and full of the spirit of adventure, they re- 
lied quite as much upon the rifle as upon the axe and the 

' Henry Adams, in Vol. I., pp. 190, igi, of his History of tlie United States, 
denies the truth of the story that on the day of his inauguration " Jefferson rode 
on horseback to the Capitol and, after hitching his horse to the palings, went in to 
take his oath." 




•] HUMAS JEFFERSON. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 22; 



hoe. Leading their pack-horses along the rough mountain 
pathways, they built log huts for dwellings, and with their 
rude tillage raised a few vegetables and a little corn for 
food. 

207. Life in the Backwoods of Kentucky and Tennes- 
see in Pioneer Days. — Often the pioneer's cabin was built 
of rough logs and had only one room, with a ladder reach- 
ing to a loft above, where the children slept. jhe cabin and 
Articles of clothing hung upon pegs that were "^ furniture, 
thrust into the sides of the house. A rough piece of 
board resting upon four wooden legs served as a table, 
three-legged stools were used as chairs, and wooden bowls 
as dishes. Life was everywhere plain and simple, and so- 
ciety democratic. Land was plentiful, and every head of a 
household had his own 
farm, usually of about 
four hundred acres. 

The settler relied 
upon his rifie for his 
meat. He dressed 
much like the Indian, 
often appearing in a 
fur cap, a fringed hunt- 
ing-shirt of 
buckskin, 

and moccasins and leg- 
gings made of the 
skins of wild animals. 
Amusements took a 
practical turn, the pio- 
neers making them a pleasurable means of getting their 
work done. Hence, log-rollings, corn-huskings, and quilt- 
insfs were common. After the work was out of 

o 1 1 J J Amusements. 

the way the guests sat down at a table loaded 
with an abundance of such coarse foods as the backwoods 
afforded, and such beverages as rum and whiskey. Then 
followed dancing, wrestling, racing, and various other 
sports calling for strength and skill. 



The settler. 




A PACK-HORSE. 



221 



HISTORY OF THE UNITED STATES 



208. The Flatboat and the Ohio River. — Soon after the 
ordinance of 1787 was adopted, and the fertile region lying 
between the Ohio and the Mississippi was opened for set- 
westward tlement, population began to stream westward. 
emigration. Yankees from New England, Scotch from 
New York, and Germans from Pennsylvania formed the 

bulk of this second 
emigration to the 
West. This wave 
of migration was 
greatly accelerated 
bv the use of the 
flatboat, which 
could be employed 
as soon as the Ohio 
River was reached. 
By means of the 
flatboat the settler 
could carry many 
more goods than 
with the pack-horse. 
He could also trav- 
el much more rap- 
idly, especially 
when going with 
the current. For 
this reason it was 
natural that this 
westward move- 
ment should follow 
the lines of the 
Ohio and the streams flowing into it from the north. Along 
their banks such towns as Marietta, Cincinnati, and Louis- 
ville rapidly sprang up. 

209. Twofold Use of Rivers. — The rivers were valu- 
able, not only for bringing the new settlers to their homes, 
but also as highways for their trade. The settlers could 
not profitably carry their bulky produce, such as corn- 




KENTUCKY FlOiNEERS DESCENDING THE RIVER IN 
A CANOE. 



NEW STRUGGLE FOR rOLITICAL INDEPENDENCE 229 

meal, flour, ham, and bacon, on pack-horses over the moun- 
tains to eastern business centres ; but they could easily 
float their produce on rafts or flatboats down the currents 
of the Ohio and Mississippi Rivers to New Orleans. There, 
instead of attempting the slow and laborious return against 
the current, they disposed of their cargoes and sold their 
boats as lumber. 

The goods received in exchange were put aboard vessels 
sailing for Baltimore or some other Atlantic port, and from 
there taken over the mountains to the Ohio The roundabout 

_, , ^, • J i trip the settler 

valley. Several months were required to „^,s^ n,ake in 
make this roundabout trip. But this circuit- trading, 
ous route was the only one by which the Westerners could 
get such home comforts as clothing, furniture, and other 
manufactured products. As the Mississippi was their out- 
let into the world, their prosperity depended upon its free 
use for navigation. 

210. Napoleon's Scheme to Plant Colonies in the Mis- 
sissippi Valley.— By the treaty of 1763 France had given 
up to Spain all claim to the Mississippi valley lying west 
of the river. The dreams of La Salle for establishing a 
New France in America had failed to be realized. But by 
1800, Napoleon, who had become the all-powerful ruler of 
France, conceived a similar and equally brilliant plan. He 
determined to secure Louisiana — which included all the 
country from the Mississippi to the Rockies between Texas 
and Canada — and to people it with French colonists. New 
France in America would thus be revived, and the Amer- 
ican Union would be hemmed in between the Mississippi 
and the Atlantic. 

211. France Regains Louisiana from Spain (1800). — 
Napoleon forced Spain to cede Louisiana to France, and 
thus carried out the first part of his plan. He next sent an 
army to subdue the island of San Domingo. His purpose 
was to make this island a base for his extensive operations 
in the Mississippi valley. But in this attempt he met a 
mighty opposition. Toussaint L'Ouverture, a native black 
general, fought the French troops with desperate heroism. 



230 



HISTORY OF THE UNITED STATES 



Although he was taken prisoner, yellow fever finished the 
work which he had begun. Many thousand French soldiers 
French arm for pcrished, and the island was not subdued. 
Louisiana detained The army intended for the support of the 

at San Domingo. ^ • i. • t • • i j tvt 

colonists in Louisiana never reached New 
Orleans. War between France and England was again 
about to break out and Napoleon was too busy in Europe 
to think of colonizing America. 




AN OHIO RIVKR H.Al-UuAr. 



212. Alarm in the United States. — When the Americans 
found that Louisiana had again passed into the hands of 
France they were alarmed. It was bad enough to have the 
territory colonized by feeble Spain. It was far worse to 
have for a neighbor a dangerous rival like France. This 
feeling was especially prevalent among the settlers west of 
the Alleghanies. Their alarm was increased when they 
learned that the Spanish authorities at New Orleans had 
refused to let them float their products to that town and 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 23 1 



there reship them. Closing the Mississippi to their trade 
meant their commercial ruin. Their indignation was at 
a white heat and they talked loudly of war. xhe indignant 
They urged Jefferson to get control of the westerners talk of 
island on which New Orleans stood, and of ^*''^' ''"'"■ 
the territory including the east bank of the river to its 
mouth and extending some distance eastward. The free 
navigation of the Mississippi would thus be assured. 




213. The United States Purchases Louisiana (1803). — 

President Jefferson therefore sent Monroe over to France 
as special envoy to aid Livingston, the American minister, in 
securing West Florida and New Orleans. It was an oppor- 
tune time for the Americans. As Napoleon was greatly in 
need of money for his war with England, he was willing to 
sell much more territory than the envoys were instructed 
to buy. The result was that we purchased from France in 
1803, for $15,000,000, the immense Louisiana territory, a 



232 HISTORY OF THE UNITED STATES 

larger area than the United States of that day contained.^ 
By this purchase JefTerson was taking much greater liber- 
ties with the Constitution than the Federalists had ever 
done. His action was directly contrary to the teachings of 
his party. He realized this, but the purchase was so plainly 
for the interests of the people that he felt justified in mak- 
ing it. 

The purchase proved to be the greatest act of his admin- 
istration and had four important results: (i) It kept France 
Results of the from planting colonies which would be our 
purchase. near neighbors; (2) it prevented England 

from getting possession of the territory by treaty with 
France ; (3) it gave us the control of the Mississippi River; 
(4) it added much to the strength of the national govern- 
ment. 

Singularly enough, Jefferson, the writer of the Kentucky 
Resolutions, boldly did that for which the Constitution 
Jefferson's bold made uo cxprcss provision. The Federalists 
action. declared the purchase to be unconstitutional, 

and manv people opposed it on the ground that we already 
had territory enough. But the great majority, especially 
in the West, warmly applauded Jefferson's course. 

214. Lewis and Clarke's Expedition through the Loui- 
siana Territory to the Pacific (1804-1806). — Jefferson, wish- 
ing to learn the character of the Louisiana country, sent 
out an expedition of thirty men under Lewis and Clarke to 
explore it. The party started from St. Louis in 1804, ^^id 
travelled in boats to the head-waters of the Missouri, nearly 
three thousand miles from its mouth. Here they procured 
horses from some Indians, made their way over the moun- 
tains, and again taking to boats, floated down the Columbia 
River* to the Pacific. After nearly two years and a half, 
the party returned with a most interesting account of their 

'Before 1803 the area of the United States was 827,844 square miles. The 
Louisiana purchase added 1,171,931 square miles to this area. 

^ In accordance with Jefferson's long cherished desire this expedition was de- 
signed /r/wrtr;7j/ to explore the Missouri River to its source and then by the easiest 
route to reach and explore some river flowing into the Pacific Ocean. 



NEW STRUGGLE FOR POLIITCAL INDEPENDENCE 



J33 




expei^iences. Besides giving the American people some 
idea of the vast extent and great wealth of Results of the 
the Louisiana purchase, Lewis and Clarke's expedition, 
expedition gave the United States a basis for claiming the 
Oregon Country some years later. 

215. War with the Barbary States (1801-1815).— In the 
year 1801, the attention of the American people was sudden- 
ly drawn toward 
the East. The Bar- 
bary States in- 
cluded the petty 
Moorish powers 
of Morocco, Al- 
giers, Tunis, and 
Tripoli, on the 
northern coast of 
Africa. For some 
time their pirates 
had been seriously 
disturbing Amer- 
ican commerce in the Mediterranean. They captured and 
destroyed our vessels, confiscated the cargoes, and made 
slaves of the crews. In many cases large sums were paid 
to ransom Americans from slavery. 

Like the various nations of Europe, the United States had 
been protecting her commerce by paying tribute to these 
Barbary States. But the pirates grew continually more 
ag-pfressive. Tripoli became so insolent that .., 

r War with Tripoli. 

finally the United States declared war against 
that country (1802). By 1805, Tripoli was forced by our 
navy to make peace, and to stop interfering with our com- 
merce. For some years the Barbary pirates did not interfere 
with American vessels, but it was not till 1815 that their at- 
tacks were entirely suppressed. The war with Results of war 
these states had two good results : (i) It forced w'th the Bar- 
Jefferson to increase the navy ; (2) it was a ^"^^ 
training-school by which our officers and seamen greatly 
profited in the War of 181 2. 



LEWIS AND CLARKE AT THE COLUMBIA RIVER. 
From a contem/iorary engraving. 



234 



HISTORY OF THE UNITED STATES 



The war with the Barbary States brought the young 
republic into a more prominent position in the eyes of Eu- 
rope, and showed that the American spirit would have to 
be reckoned with. But, important as the results were, 
they sank into comparative insignificance when placed 
beside an event which, at the time, attracted no special 
attention. 

2i6. Fulton's Steamboat and River Navigation.— In 
the year 1807, Robert Fulton, after many trials and difficul- 
ties, succeeded in applying steam to boats as a motive 
power. The outcome of his efforts was the steamboat 
Clermont, a clumsy affair that people ridiculed by calling 
it " Fulton's Folly." On the day advertised 

The "Clermont." ^ . . , , • r xt -vr i i J 

for Its trial trip from New York, a large crowd 
gathered on the river side, expecting to witness a fail- 
ure. When the boat slowly moved off they began to jeer, 




THE CLERMONT STEAMING DOWN THE HUDSON RIVER PAST THE CATSKILLS. 



buc when finally the success of the experiment was no lon- 
ger in doubt they were equall}' heart}^ in their applause. 
The Clermont steamed up the Hudson from New York to 



NEW STRUGGLE FOR POLTTICAI, INDEPENDENCE 235 

Albany, 150 miles, at the rate of nearly five miles an hour. 
At once the boat became a wonder to the people, and they 
came many miles to see it. 










WK.SIERN EMICRANTS ATTACKED I'.V INIHAXS. 

Four years later (181 1) the first steamboat on Western 
rivers was launched on the Ohio at Pittsburg. As this 
strange-looking object passed down the Ohio at what was 
then regarded as wonderful speed, the people on the river- 
banks were filled with awe and fear. The flying sparks, 
especially at night, and the unusual noise of the wheels, 
made some of the more ignorant onlookers believe the end 
of the world was near. This boat was soon use of the steam- 
followed by others, and the great network of boat on western 
rivers became thick with steam-driven craft, 
defying wind and current. The steamboat was a great ad- 
vance upon the flatboat. Western settlers could now more 
easily and cheaply reach the fertile land in the great valley 
and send their produce to good markets. The steamboat 
gave a fresh impulse to Western immigration also. Popu- 
lation increased and many new settlements sprang up. 

217. Burr's Conspiracy. — While Vice-President, Aaron 
Burr — a brilliant and villainous man — killed Alexander 
Hamilton in a duel, because Hamilton had prevented him 



236 HISTORY OF THE UNITED STATES 

from being made President of the United States, and later 
from being elected Governor of New York. Having failed 
to satisfy his political ambition in the East, Burr got to- 
gether soldiers and adventurers from the Western States, 
and sailed down the Ohio and the Mississippi to carry out 
some scheme not yet fully understood. It is thought that 
his plan was to establish a personal government in the 
Southwest, possibly including the Spanish possessions in 
Mexico. In due time he was taken and tried for treason, 
but was acquitted for lack of evidence. He died many 
years later, disgraced by his own acts and despised by the 
American people. 



TO THE PUPIL 

1. How did Jefferson illustrate his republican simplicity ? Compare his 

ideas of formality with those of Washington. Why would the 
Federalists naturally favor pomp and ceremony on the part of the 
President ? 

2. Prepare to write five minutes about any one of the following Western 

leaders : Boone, Clarke, Sevier, and Robertson. Describe the life of 
the pioneer settlers. 

3. What advantages had the flatboat over the pack-horse ? What were 

the two uses of rivers ? With your map before you, outline the 
roundabout trip the Western settler had to make in trading. 

4. Napoleon is one of the most interesting men in all history. Can you 

not look up some facts about his life and his plans of conquest ? Any 
short French History, like Montgomery's, v(rill give you all you 
need. Perhaps after you have read such a brief sketch, you will 
wish to read what you can find about the great general in Henry 
Adams's brilliant History of the United States. 

5. What was Napoleon's scheme to plant colonies in the Mississippi 

valley? Compare this scheme with La Salle's. In this connection 
review La Salle's work. In what respect was La Salle like 
Napoleon ? 

6. What country owned Louisiana at this time ? What had the island of 

San Domingo and the black general Toussaint L'Ouverture to do 
with Napoleon's scheme for colonizing the Mississippi valley? 
Why did the cession of Louisiana to France alarm the people of the 
United States ? 

7. What steps did Jefferson take which finally led to the purchase of 

Louisiana ? What were the results of this purchase ? 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 237 

8. Do not fail to get a clear idea of the territory that was included in 

Louisiana. How many States like your own did its area equal? 

9. How did the steamboat aid Western emigration ? 

10. Find out what you can about Burr's relations with Hamilton. Com- 

pare the two men. What was Burr's Conspiracy ? 

11. In connection with the study of Aaron Burr, read Hale's Man With- 

out a Country. The chapter in Shaler's History of the United 
States, Vol. I., on the Mississippi valley, is worth careful reading. 



THE WAR OF l8l2, OR THE SECOND WAR OF INDEPENDENCE 

218. England Claims the Right to Search American 
Vessels and Impress American Seamen. — England still 
continued to search our vessels and to impress into her 
service American seamen. She claimed that ..once an English. 
English seamen, having once been English man, always an 
subjects, always remained such ; or, as the say- "^'* '"^"" 
ing ran, " Once an Englishman, always an Englishman." 
On the other hand, our government claimed that an English- 
born subject could become an American by naturalization. 

There was doubtless cause for annoyance on both sides. 
Many English seamen, on reaching American ports, easily 
procured fraudulent naturalization papers, and Fraudulent nat= 
entered the American service. As a result, an uraiization. 
English captain was often embarrassed to find that, after 
making a port and visiting the town, he had no crew with 
which to put to sea again. And why was American service 
preferred ? Because better treatment and higher pay were 
received on American vessels. 

The commanders of English war-ships therefore insisted 
upon searching our vessels and taking off American seamen 
on the charge that they were deserters. English cruisers 
hovered about the more important American ports, and in 
their search for seamen boarded every vessel entering or 
leaving the harbor. Before the War of 1812 began, nine 
hundred American vessels had been searched, and more 
than 4,000 Americans had been impressed into the English 
service. 



238 



HISTORY OF THE UNITED STATES 



These insults and outrages reached their most irritating 
stage in the attack made on the frigate Chesapeake by the 
British man-of-war Leopard, off the coast of Virginia. The 
English captain made a demand for some English deserters 




TAKING DESERIERS FROM THE CHESAPEAKE. 



who he claimed were on the American frigate. When 
^^ ... .„ the American commander protested, the Eng- 

The "Leopard" ^ . ' . ^ 

fires upon the lishman fired a broadside, killing or woundmg 
••Chesapeake." twentj-one of the American crew. The Ches- 
apeake, not being in a condition to make resistance, surren- 
dered. She was boarded and four of her crew were arrested 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 239 

for deserters and taken on board the Leopard. One of these 
was afterward hanged as a deserter and the other three, 
who were Americans, were released. 

The people were deeply excited, and in some quarters 
there was a clamor for war. But as the country was ill 
prepared for war, Jefferson could go no farther than to en- 
ter a protest, and warn Ens^lish men-of-war to 

. . . Results. 

leave American waters. In return, the British 
Government made a tardy and half-hearted apology, but de- 
clared its purpose to continue the impressment of seamen. 

219. England and France Greatly Injure American 
Commerce (1806-1807). — England and France, now at war, 
tried to starve each other into submission. Each country, 
in her efforts to injure the other's trade, seriously crippled 
American commerce. During the early years of the war, 
our vessels had done much of the carrying trade of the 
world, and our merchants had been growing rich. But in 
1806^ and 1807 England issued her "Orders in Council," 
which forbade neutral vessels to trade with England's "Or- 
France or her allies. Napoleon retaliated by f^'^ 'Na?o^e"on's" 
issuing his "Decrees," which placed a prohi- "Decrees." 
bition upon all neutral trade with England. As nearly all 
American commerce was with England, France, and their 
respective allies, these restrictions threatened it with ruin. 
If an American vessel was bound for an English port she 
was liable to be seized by the French. If she risked 
a voyage to a French or other Continental port she was 
liable to be seized by an English man-of-war. Thus our 
merchantmen were between two fires. They were pretty 
certain not to escape both. 

220. Jefferson's Peace Policy and the Embargo (1807). 
—With all his grreatness, Jefferson was not a model execu- 
five in time of serious foreign difficulties demanding firm 
and vigorous measures. He abhorred war, and believed 

' " Orders in Council," issued by England in 1806, declared that all the ports 
between Brest and the Elbe were in a state of blockade. In 1807 a similar order 
declared all ports blockaded from which the British flag was excluded, and forbade 
all vessels to trade with France or any of her allies. 



240 



HISTORY OF THE UNITED STATES 



that the same results could be accomplished by peaceful 
means. He thought that by refusing to trade with Eng- 
land and France he could force them to a reasonable and 
just treatment of the United States. As an expression of 
his peace policy, he secured the passage of the Embargo 
Act (December, 1807). This prohibited all American ves- 
sels from leaving the United 
States for foreign ports and 
foreign vessels from taking 
carofoes out of American 

o 

ports. 

Jefferson thought that 
France and England stood 

Disastrous re- in SUCh nCCd of 
suits of the Em. ^ ^ ^-^^ 

bar go, and its 

repeal. they would soon 

come to terms when deprived 
of it. But they could do 
without our trade much bet- 
ter than we could do with- 
out theirs. Our ships rotted 
at the wharves. Our com- 
merce was destroyed. New 
York and New England especially suffered, and business 
distress became very severe. A few hot-headed men in the 
Eastern States suggested withdrawing from the Union.* 
The farmers and planters also suffered greatly because they 
could not export their produce. Many of the Virginia 
planters, whose principal source of wealth was tobacco, 
were nearly ruined. 

Dissatisfaction was so bitter that Jefferson, after con- 
siderable urging, consented to the repeal of the Embargo 
Bitter dissatis=- after a trial of fourteen months. The Non- 
th?'re"peafof*" intcrcoursc Act, allowing American vessels 
tiie Embargo. to opcu trade with all the world except 
France and England, took the place of the Embargo 

' When New England commerce was ruined, the merchants of that part of the 
trountry invested their money in manufacturing. 




JAMES MADISON. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 241 



(1809).* From these commercial difficulties we may now 
turn our attention to Indian troubles, supposed to be incited 
by England. 

221. Tecumseh's Conspiracy (1811). — The rapid settle- 
ment north of the Ohio in the early part of the century 
made the Indians of that 
region restless and dis- 
satisfied. General Har- 
rison, who had been ap- 
pointed Governor of In- 
diana Territory, bought 
from some of the tribes 
a tract of land on the 
Wabash River. Tecum- 

Seh, an able Xecumsehand 

Indian chief, his plans. 

objected to the sale. A 
few tribes, he said, had 
no right to sell land be- 
longing to the whole 
Indian race. It is quite 
likely that he was en- 
couraged by the English 
in his unfriendly feelings 
against the Americans, 
for it is thought that the English supplied the Indians of 
the Northwest with arms and ammunition. Tecumseh's 
plan was similar to that of Pontiac. It was to unite the 

' By act of Congress the Embargo was removed on March 4, the day when Jef- 
ferson's term of office expired and Madison succeeded him as President. James 
Madison, fourth President of the United States (1809-1817), was born in King 
George County, Virginia, in 1751, and died in 1836. After he was graduated 
from Princeton, at twenty-one years of age, he studied law. Few men of his time 
did so much to bring about the Federal Convention of 1787. He was one of the 
ablest advocates of the Constitution, and was the author of many of its fundamen- 
tal features. He was associated with Hamilton and Jay in writing the very able 
papers that appeared in the Federalist. After being Jefferson's Secretary of State, 
he was elected President. Like Jefferson, Madison was a man of scholarly attain- 
ments and constructive statesmanship, but was not adapted to the pressing emer- 
gencies that must be met by the President of the United States in time of war. 
16 




TECUMSEIl. 



242 



HISTORY OF THE UNITED STATES 



Southern and Northwestern Indians in one great conspir- 
acy, in order to drive the whites back from the frontiers and 
make the Ohio River a permanent boundary between the 
red race and the whites. 

When General Harrison became aware of Tecumseh's 
purpose, he marched with a body of troops against the Ind- 
Battie of Tippe=. ian towu On the Tippecanoe River, in Indiana, 
canoe and its re- A battle was fought in whicli the Indians were 
defeated. Their power, between the Ohio and 
Mississippi, was broken forever. It was at last decided that 

the Northwest 
Territory, so long 
in dispute be- 
tween the English 
and the Indians 
on one side and 
the Americans on 
the other, was to 
remain in posses- 
sion of the United 
States. Thus did 
a single battle dis- 
pose of Tecum- 
seh's conspiracy. The troubles with England about com- 
merce and the impressment of American seamen were much 
more serious. 

222. Causes of the War of 1812 ; Political Parties. — 
Congress expressed a willingness to repeal the Non-inter- 
course Acts (May, 18 10), provided France and England 
would revoke their decrees against American commerce. 
Napoleon, who had little regard for truth when it stood in 
the way of his ambition, then played a trick 
upon our government in the hope of bringing 
on war between the United States and England. He in- 
formed us that he would revoke his decrees, but at the 
same time he sent secret orders to the French admiralty to 
continue seizing our vessels. When the French emperor 
made this promise, England was requested to do likewise. 




DEATH OF TECUMSF.H. 
Frovt a conteviporary engraz'ing. 



Napoleon's trick. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 243 

She, however, would not. consent, because she knew that 
Napoleon was not acting in good faith. For a time Ameri- 
can vessels were allowed to enter French ports without be- 
ing seized. But when a goodly number were within reach, 
the French swooped down upon them and confiscated them 
and their cargoes. 

England believed that Americans were favoring France, 
and therefore vexed and irritated them more than ever be- 
fore. Her warships lay in wait along the en- increasing trouble 
tire eastern coast of the United States and with England, 
captured many of our merchantmen. Bitterness toward 
England increased. It seems pretty clear that the United 
States had as much ground for going to war with the one 
country as with the other. But we were too weak to 
go to war with both of them, and the stronger of the two 
political parties, which had always sympathized with 
France, wished for war with England rather than with 
France. 

The Federalist party included most of the commer- 
cial classes and the wealthy business men of the country. 
They were strong in New England and ^vere closelv 
allied in trade with England. They believed Attitude of the 
that the war was needless and wicked. They t^'« p«««"' p«'= 

^' ties toward war 

asserted that in making it the United States with England, 
was really strengthening Napoleon in his ambitious 
schemes in Europe. This was true. On the other hand, 
the Democratic-Republicans were largely made up of the 
agricultural classes in the South and West. The Western- 
ers in particular cherished bitter memories of England's 
Indian policy during the Revolution, and were eager for a 
war with that country. The young leaders, Henry Clay, 
of Kentucky, and John C. Calhoun, of South Carolina, 
thought that such a war would result in the speedy 
conquering of Canada. Later on, as we shall see, the at- 
*tempt to conquer Canada became a leading feature of the 
war. 

Finally, on June 18, 1812, war was declared, although 
New England hotly opposed it. This opposition led to 



244 HISTORY OF THE UNITED STATES 

great difficulty in securing the necessary loans for carrying 
on the war, because a larg^e part of the money 

War declared. . . 

in the country was in the hands of New Eng- 
land business men, who refused to loan it to the govern- 
ment. 

223. The British and the American Navies. — When the 
war began the United States was not" prepared for it. The 
Democratic-Republicans had never favored a navy. More- 
over, Jefferson had been so bent on paying off the national 
debt that he had used all his influence against building a 
strong navy. The land forces were without proper equip- 
ment, good discipline, or competent officers. England's 
navy contained about 1,000 vessels, many of them belonging 
to the largest and most powerful class. It was greater than 
the combined navies of the rest of the world. To match 
this, the United States navy contained only twelve war- 
vessels, none of them large, but all well built and the best 
of their class. There was small hope that this little navy 
could do much when fighting against the " Mistress of the 
Seas." But as soon as war was declared, the American 
vessels gallantly started out in search of the enemy. 

224. Fight Between the Constitution and the Guer- 
riere (1812). — The first sea fight of importance was between 
the Constitution, commanded by Captain Isaac Hull, and the 
English man-of-war Gner-ritrc, which were thought to be 
about equal in fighting strength. Within a half-hour the 
Americans won a splendid victory. They thoroughly dis- 
abled the English vessel, so that she had to be destroyed 
where she lay at the end of the fight. The Constitution was 
practically unharmed, and lost in killed and wounded only 
fourteen men. The Gncrricrc lost one hundred. This naval 
duel took place (August 19, 181 2) in less than three months 
after war was declared. By reason of this and later vic- 
tories, the people afterward proudly named the Constitution 
" Old Ironsides." 

225. Superiority of Americans in Naval Battles. — In 
twenty years of fighting with France, England had lost 
only hve vessels. In about six months of fighting in the 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 245 

War of 181 2 she lost every one of the six vessels that fought 
with the Americans. Europe was amazed. England was, of 
course, chagrined ; but Americans were carried away with 
enthusiasm. Their gallantry on the sea showed that they 
had lost none of the national spirit shown by them in the 
days of the Revolution. The British ofihcers and seamen 
were so accustomed to winning victories that they had be- 
come careless in their training and discipline. The marvel- 




CAPTURE OF THE GUHRKIERE BY THE CONSTITUTION. 

lous success of the Americans was due to better seaman- 
ship, more accurate gunnery, and the superior construction 
of their vessels. 

But our victories did not prevent the immense English 
navy from blockading our coast. Smarting under repeated 
defeats when she had counted on certain vie- English war ves= 
tory, England transferred a good part of her seis blockade our 

. . TTT1 f coast. 

navy to American waters. Whenever one ot 

our war-vessels entered a harbor, several British vessels 

hovered near to prevent her escaping to sea again. As a 



246 HISTORY OF THE UNITED STATES 

consequence, during the last half of the war the larger 

American vessels, shut in by this blockade, could not engage 

in fighting. But American privateers inflicted 

Privateers. o cd ^ x 

great loss on English commerce. During the 
war about 2,500 British merchant vessels were captured by 
American privateers. These privateers were New Eng- 
land vessels that were prevented by war from engaging in 
commerce. But while we were successful on the sea, we 
were not so successful on land. 

226. War in the Northwest (1812-1813).— It will be 
remembered that one of the leading purposes of the war 
(see par. 222) was to invade and conquer Canada. With 
this aim in view, General William Hull started from De- 
troit into Canada. He was soon driven back, and forced to 
surrender at Detroit with his entire force (August 16, 
1812).^ A little later the English captured Fort Dearborn, 
now Chicago. Instead of our securing Canada it looked 
very much as if the British would get control of all the ter- 
ritory north of the Ohio. To prevent this. General Har- 
rison was sent, early in the winter of 1813, to drive the 
British troops out of Detroit, but his advance force was 
obliged to surrender at the River Raisin, where the Indians 
cruelly massacred the wounded prisoners. 

227. Perry Wins a Brilliant Victory on Lake Erie 
(September 10, 1813). — Before the English could come into 
effective control of the Northwest, it was necessary for 
tliem to command Lake Erie. To prevent this. Captain 
Oliver H. Perry, a naval officer twenty-eight years old, was 
sent there to build and man a fleet. With remarkable en- 
Perry's remarka= crgy and perscvcrance he cut down trees, 
bie energy. constructed vcsscls of green timber, and got 
together men whom he trained for the severe struggle the}^ 
were to engage in. Some of his best men were Rhode 
Island seamen and Kentucky riflemen. 

' People were indignant at Hull for this surrender and accused him of cowardice. 
Although he was tried by court-martial and sentenced to be shot, the sentence was 
never executed. It now seems clear that General Hull was an innocent man. 



NEW STRUGGLE FOR POT.TTICAT. INHKl'KNDKNCE 247 

On September 10, 1813, the British fleet, commanded by 
Captain Barclay, a veteran officer, hove in sight. There 
was little difference in the strength of the two fleets. The 
British had six vessels with sixty-three guns, and the Ameri- 
cans had nine vessels with fifty-four guns ; but while the 
enemy's vessels were larger, their guns were smaller. By 
concentrating their fire upon Perry's flagship, Lawrence, 
the British completely disabled her. Only Perry and eight 
of his men were left unharmed. It was a su- ^. ^ 

rlis bravery. 

preme moment. Most men would have sur- 
rendered. He boldly entered a rowboat and, standing up, 
flag in hand, rowed straight for the Niagara, another vessel 
of his fleet. Although the British directed their fire upon 
the little boat. Perry reached the Niagara without injury. 
He then renew^ed the battle with great vigor, and in fifteen 
minutes compelled the English captain to strike his colors. 

This was the first time in history that an entire English 
fleet was captured. It was a brilliant victory. Taking out 
of his pocket an old letter. Perry wrote on the back of it 
his celebrated dispatch to General Harrison : " We have 
met the enemy and they are ours." General Harrison at 
once attacked and defeated the land forces at the Thames 
River (October 5, 18 13). These two victories put the 
Americans in entire control of Lake Erie and saved the 
Northwest. 

228. Threefold Attack of the British in 1814.— In the 
Northwest neither side had made any decided gain when 
invading the other's territory. This was equally true of 
the fighting farther east, where the Americans failed at Ni- 
agara River,^ and the English at Fort Erie. Having de- 
feated Napoleon in Europe, England now had more soldiers 
and seamen for the war in the United States. Accordingly, 
she decided to invade American territory from the north, 
on the old Burgoyne route, and to enter the Mississippi 

' Under the lead of General Scott and General Brown, the bloody battles of 
Chippawa and Lundy's Lane were fought and won just west of Niagara River, 
on Canadian soil. As the United States troops had to retreat across the Niagara 
River, these victories were of no immediate advantage. 



248 HISTORY OF THE UNITED STATES 

on the south and capture New Orleans. At the same time 
attacks were to be made at various points along the eastern 
coast, so as to keep the inhabitants in that quarter in a state 
of fear and doubt. By making this threefold attack, the 
English would prevent the Americans from concentrating 
at any point. 

229. McDonough's Victory on Lake Champlain. — To 
ward off the attack from the north, the Americans had a 
squadron, under Commodore McDonough, on Lake Cham- 
plain, and a land force of 1,500 at Plattsburg, on the lake 
shore. The English also had a fleet on the lake, and an 
army of 14,000 on land. Although the English fleet was 
stronger in men and guns, McDonough, in about two hours, 
gained a decided victory, and captured all the larger ves- 
sels belonging to the English fleet. As soon as the news of 
the battle reached land, the English army beat a hasty re- 
treat (September 11, 1814). This invasion, in its purpose 
and failure, recalls that of Burgoyne in 1777. 

230. The British Capture Washington and Attack 
Baltimore (1814). — In August (1814), a British fleet sailed 
into Chesapeake Bay and landed an army which marched 
against Washington. They reached Bladensburg, six or 
seven miles from Washington, before they met with any 
opposition. Here General Winder, an incompetent com- 
mander, with a body of Americans, composed largely of 
untrained and ill-supplied militia, made a short, feeble re- 
sistance, and fled in confusion. The British then marched 
into Washington, almost capturing President Madison him- 
self. Here the}'^ disgraced their victory by destroying the 
Capitol and other government buildings. After a few da)^s 
they sailed for Baltimore, where they were bravely re- 
pulsed, with the loss of General Ross, their commander.^ 

' When the British were marching against Washington, they seized and carried 
off a friend of Francis S. Key. As soon as Key heard of the capture, he took steps 
to secure the release of the prisoner. President Madison gave assistance by order- 
ing that a vessel be placed at the disposal of Key. General Ross consented to the 
release of Key's friend, but insisted that Key should be detained until after the at- 
tack upon Baltimore. During the night of attack Key could see, by the glare of 
the firing guns, the "Star Spangled Banner" waving over Fort McHenry. But 




00 a 





^ 


a 


S 


-1 


o 




S 






H 


u 


B. 


w 


H 


yj 


g 


*I1 


X' 






^ 


© 





NEW STRUGGLE FOR POLITICAL INDEPENDENCE 249 

The British fleet visited many points of the Virginia 
and Carolina coast, burning bridges, farm-houses, and vil- 
lages, and carrying off crops, stock, and slaves belonging to 
the inhabitants. They also maintained a strict blockade all 
along the coast from Maine to Georgia. 

231. War with the Creek Indians (1814). — Tecumseh, 
when planning his conspiracy in the Northwest, had 
aroused against the Americans the powerful Creek Ind- 
ians, occupying territory now included in Georgia and 
Alabama. Like the Indians north of the Ohio, they saw 
the whites getting control of their hunting-grounds and 
killing their game. Believing this time of war to be a 
favorable opportunity for getting back their lands, the 
Creeks planned an attack. They captured Fort Mimms, 
near Mobile, and cruelly slaughtered some 400 men, women, 
and children in the garrison (summer of 181 3). Andrew 
Jackson, with men from Tennessee, Georgia, and Missis- 
sippi, marched against the Creeks, and, after defeating them 
several times, won a decisive victory over them at Horse- 
shoe Bend, on the Tallapoosa River, in Eastern Alabama 
(March, 18 14). This battle so broke the power of the 
Creeks that they were obliged to abandon much of their 
territory and go farther west. 

232. Battle of New Orleans (1815). — The British wished 
to get possession of New Orleans, in order to control the 
trade of the Mississippi and the territory of Louisiana after 
the close of the war. As their success here would give 
them a great advantage over the Americans, they sent 
against New Orleans 12,000 veterans who had fought in 
Wellington's army. 

The success of the expedition, which was in command 
of skilful generals, seemed well-nigh certain. Andrew Jackson's 
But Andrew Jackson, who was put in com- preparations, 
mand of the Americans at New Orleans, proved himself 

toward morning, when the firing ceased, he was in an agony of suspense to learn 
whether or not our flag yet floated in triumph over the fort. After finding that the 
" flag was still there," he gave expression to his deep feeling in the " Star Spangled 
Banner," a part of which he hastily penned on the back of a letter. 



•50 



HISTORY OF THE UNITED STATES 



equal to the emergency. When he found that the enemy 
were close at hand, he began with unbounded energy to 
prepare for the defence of the city. After arming even 
free colored men and convicts, he could number only half 
as many men as the English. 

But with his army strongly posted behind fortifications, 
he awaited the final assault, which was made January 8, 
1815. The British gallantly advanced, but they were 
mowed down in hundreds by the terrible cannonade oppos- 
ing them. It was 
chiefly an artil- 
lery battle, the 
main British col- 
umn not arriving 
within fair mus- 
ket range. The 
British lines 
could not ad- 
vance in the face 
of such fearful 
slaughter. In 
twenty-five min- 
utes they had lost 
their command- 
er, General Pak- 
enham, and 2,600 
men killed and 
wounded, or more than one-fifth of their army. The Amer- 
icans lost only twenty-one. Here, as in all the fighting on 
Bloody repulse of l^nd and sca, the superiority of the American 
the British. gunnery was noteworth3\ In fact, throughout 

the war, the Americans were unmistakably ahead of the 
English in intelligence and quickness of movement. 

We more fully appreciate the telegraph and sub-ma- 
rine cable when we learn that this battle, so terrible in loss 
of life, was fought two weeks after the treaty of peace had 
been agreed upon. Communication in those days was so 
slow that the news of Jackson's victory (January 8, 181 5) 




BATTLE OF NEW ORLEANS. 
From a contemporary engraving. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 25 1 

did not reach Washing-ton until February 4. News of the 
treaty of peace reached New York a week kiter. The 
battle, therefore, did not in any way affect this Result of the 

treaty. But it did revive the confidence of battle, 
the American people in the military ability of their soldiery 
when under competent leadership. 

233. The Hartford Convention (December, 1814-Janu- 
ary, 1815). — From the outset New England Federalists had 
been much opposed to the war. As it pro- New England's 
gressed, their opposition became bitter. At dissatisfaction, 
first the government had not only appointed weak command- 
ers, but all along it had poorly managed the finances. It had 
not protected the New England coasts from British attack, 
and to New England merchants it had seemed indifferent 
about furnishing such protection. Commerce was practi- 
cally ruined, and there was much business distress. 

New England had bravely done its part in carrying on 
the war, Massachusetts having furnished much more than 
its share of men and mone}-, but the Federalists in New 
England had no confidence in President Madison and his 
government. At length they called together the Hartford 
Convention, which met at Hartford, in December, 18 14. 
All the meetings were secret, and the peo- The oeopie greatly 
pie throughout the country were greatly ex- excited, 
cited about the possible outcome. Democratic-Republi- 
cans openly charged the members with plotting to break up 
the Union and to form a separate government. 

i\s the proceedings were not published, nobody knows 
all that the Convention did. It did, however, take a bold 
and dangerous step toward the dissolution of what the Hartford 
the Union, by recommending that the pro- convention did. 
ceeds of the national taxes, collected in each New Eng- 
land State, should be reserved by it to pay troops for its 
own defence. This recommendation was extremely un- 
wise. It sounded much like the Virginia and Kentucky 
Resolutions of 1798 and 1799. The Hartford Convention 
was a great political blunder. It killed the Federalist 
party. 



252 



HISTORY OF THE UNITED STATES 



234. Treaty of Peace and Results of the War (Decem- 
ber 24, 1814). — i lie treaty of peace was agreed upon De- 
cember 24, 1 8 14. No mention was made ot impressment of 
seamen and the unjust interference with our commerce by 
the EngHsh navy. But the war put a stop to both evils, 
and had, in addition, three results: (i) It showed the supe- 
riority of American seamanship; (2) it gave the United 




OLD STATE HOUSE WHERE THE HARTFORD CONVENTION MET. 



States a position of respect and honor among the nations of 
the world ; (3) it led the Americans who had been for so 
many years cut off from the manufactured goods of Europe, 
to build mills and factories for themselves, and thus become 
more independent of European manufactures than ever be- 
fore. Well may this war be called the Second War of Inde- 
pendence. In the Revolution x'\mericans fought for inde- 
pendence of England; in the War of 1812 they fought 
for independence of Europe. 



NEW STRUGGLE FOR TOLITICAL INDEPENDENCE 253 



TO THE PUPIL 

1. What complaints did we make against England about searching 

American vessels and impressing American seamen ? What com- 
plaints did England enter against us ? 

2. How did England and France injure American commerce ? What ^was 

Jefferson's purpose in securing the passage of the Embargo Act? 
What was the Embargo ? How^ did it affect American commerce ? 

3. Why was there more commerce carried on in Ne-w England than in 

the South? Why w^as the Embargo Act repealed ? 

4. James Madison, our fourth President, was inaugurated March 4, 1809, 

and served two terms, 1809-1817. Name in order the three Presi- 
dents who preceded him. 

5. What led to Tecumseh's conspiracy? What were the results of the 

battle of Tippecanoe ? What had Tecumseh's conspiracy to do 
with our trouble with England ? 

6. What was Napoleon's trick, and how^ did its success lead to increasing 

trouble with England ? Why did the Federalists oppose a war with 
England ? Why did the Democratic-Republicans favor such a war ? 

7. Subject for debate : Resolved that in 1812 we should have gone to war 

with France rather than with England. 

8. Why had we so small a navy in 1812 ? Compare it with the English 

Navy at that time. 

9. Give an account of the fight between the "Constitution" and the 

" Guerriere." How^ great was the successof the American Navy in the 
first six months of the war ? How do you account for this success ? 
ID. What disasters fell upon our armies in the Northwest in 1812-13? 
What led to the battle of Lake Erie ? Imagine yourself with Perry 
during the battle, and write to a friend, giving an account of your 
experiences. What were the results of Perry's Victory ? 

11. What was the threefold plan of attack made by the British in 1814 ? 

Give the results of McDonough's victory on Lake Champlain. 

12. What was the object of the British in trying to capture New Orleans ? 

Give the results of the battle. In what ways were the Americans 
superior to the English in this and in other battles of the war ? 

13. Why were New England Federalists bitterly opposed to the Em- 

bargo? How was their dissatisfaction increased during the war? 
What recommendation did the Hartford Convention make ? Com- 
pare this recommendation with the Kentucky and Virginia resolu- 
tions of 1798 and 1799. You observe that even in 1814 true national 
feeling was not strong and deep in the United States. Name three 
results of the war. 

14. Learn well the story of the Star Spangled Banner's origin and then 

memorize the poem. Read again and again Drake's American Flag 
and Holmes's Old Ironsides. 



254 HISTORY OF THE UNITED STATES 



DEVELOPMENT WEST OF THE ALLEGHANIES 

235. Purchase of Florida. — At the close of the Revolu- 
tion Florida had passed into the hands of Spain. During- 
the War of 18 12 the Spaniards were in sympathy with the 
English, and allowed them to build forts in Florida, and to 
„. „ . , arm the Seminole Indians livino^ there. This 

The Seminole » 

Indians protect Unfriendly attitude of the Spaniards embit- 
runaway slaves, tered the Southern States. Moreover, many 
slaves, escaping from Georgia and Alabama, fled into the 
swamps and morasses of Florida, and there found protec- 
tion among the Seminole Indians with whom they married 
and lived. 

The slave-owners often followed in search of their slaves, 
and for years carried on a kind of border warfare. As Spain 
did not set matters right. General Andrew Jackson was 
Jackson in scut dowu ( 1 8 1 7) with a body of troops. 

Florida. Jackson acted with his usual decision and en- 

ergy. He hanged two Indian chiefs, and two Englishmen 
whom he accused of inciting the Seminoles. He captured 
Pensacola, and established a garrison there. These acts 
were open war against Spain, but trouble was avoided by 
our buying Florida. The purchase was made in 1819, for 
$5,000,000. The territory was more than twelve times the 
size of Connecticut.^ 

236. The Monroe- Doctrine (1823). — Having watched 
the United States win independence from England and 

' The area of Connecticut, being 4,ggo, or approximately 5,ooo, square miles, 
makes a very convenient unit of measurement. It will hereafter be so used in 
many cases. 

* James Monroe, fifth President of the United States (1S17-1825), was born in 
Westmoreland County, Virginia, in 1758, and died in 1831. Soon after his student 
life began at the College of William and Mary, he was called away to active service 
in the Revolution. He fought bravely at Trenton, Brandywine, Germantown, and 
Monmouth. He filled many high stations in his country's service, not only at 
home, where he was a member of the Continental Congress, and later of the Sen- 
ate under the Constitution, but abroad, where he was minister to France, England, 
and Spain. After being Secretar>' of State under Madison, he was elected Presi- 
dent. In all his public service he proved himself a patriotic and upright citizen. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 255 



then become strong and prosperous, Mexico and the other 
Spanish colonies in America rose in revolt against Spain. 
One after another they declared their independence and 
set up republics of their own. Spain was unable of herself 
to enforce authorit}', and looked for aid to the spainandthe 
"Holy Alliance." This alliance had been " Moiy Alliance." 
formed in 181 5, after the downfall of Napoleon, by Russia, 
Austria, and Prussia. Its purpose was to prevent the peo- 
ple of any European monarchy 
from overthrowing the govern- 
ment, as the French people had 
done during the French Revo- 
lution. From the American 
stand-point, if the great Euro- 
pean powers should begin thus 
to interfere with the countries 
of America, they might, by ob- 
taining a foothold here, endan- 
ger the welfare of the United 
States. 

The experiment of twentv- 
five years of struggle between 
the United States on the one 
hand, and England and France 

on the other, had culminated in the War of 18 12. We 
had thus learned the wisdom of keeping out of European 
entanglements. We had learned, also, the wisdom of man- 
aging our own affairs without the intervention of England, 
France, or any other European countr}'. President Mon- 
roe, therefore, in a message to Congress at The "Monroe 
this time declared (i) that we would take no Doctrine." 
part in European wars ; (2) that we would not interfere 
with any European colonies already established in America; 
(3) but that any attempt on the part of a European nation to 
interfere with the independence of an American state would 
be regarded as an unfriendly act.^ This statement of our 

' We find a similar sentiment expressed in Washington's Farewell Address, from 
which the following is quoted. " The great rule of conduct for us in regard to for- 




JAMES MONROE. 



256 HISTORY OF THE UNITED STATES 

position gave expression to the general American senti- 
ment which has since become known as the " Monroe 
Doctrine." 

It was a strong position to take, but the valor of Perry 
on Lake Erie, of McDonough on Lake Champlain, of Jack- 
son at New Orleans, and of the American sail- 

Results 

ors on the sea, had won the respect and ad- 
miration of Europe. The Holy Alliance wisely refrained 
from meddling with American aflairs ; a precedent was 
established ; and the Monroe Doctrine has ever since been 
the settled policy of the United States. The Monroe Doc- 
trine practically settled the foreign policy of the United 
States ; but there remained a question at home which ap- 
peared almost to defy solution. 

237. The National Road.— From early colonial times 
two obstacles had stood in the way of westward emigration. 
Two obstacles to Thcsc wcrc the Indians and natural barriers 
westward emigra= to travcl and transportation. By the over- 
*'""■ throw of Tecumseh's conspiracy in the North- 

west, and by the defeat of the Creeks in the Southwest, the 
power of the Indians as far as the Mississippi River had 
been broken. 

' This vast, fertile area was now open to emigration. 
People from New England and the Northern States be- 
gan to move westward in large and increasing numbers. 
The steamboat greatly aided this westward movement, but 
The steamboat ^^^^ stcamboat was of usc Only on the rivers 
andthepack= and lakcs. It was necessary for men and all 
''*'"^" • kinds of movable property to pass over wide 

stretches of country through which navigable rivers did 
not flow. The pack-horse of early days needed only a path 
through the woods, but the emigrant called for a i-oadway 
to connect the East and the West. Hence the " National 
Road," beginning on the banks of the Potomac, at Cumber- 
land, Maryland, was undertaken at national expense. 

eign nations is, in extending our commercial relations, to have with them as little 
political connection as possible. . . . It is our true policy to steer clear of per- 
manent alliances with any portion of the foreign world." 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 257 

The first contract was let in 1811. By 1820 the road 
was extended over the mountains to Wheeling, where it 
connected with the steamboats on the Ohio. The original 
purpose was to build this road to the Mississippi. But by 
the time it reached Illinois (1838) the coming of the rail- 
road made its further extension unnecessary. It helped 
much in furthering emigration and westward growth. For 
the construction and repair of this road Congress spent 
nearly seven million dollars. 

238. The Natural Boundary Line Between Freedom 
and Slavery. — Nature had decreed that the large plantation 
should have no place in the North. Mason and Dixon's 
Line and the Ohio River formed the convenient and natural 
boundary line between the free and the slave States as far 
west as the Mississippi River. 

North of that line slaves were of use mainly as house- 
hold servants. It was thought that other kinds of work 
could be done with greater profit by white slavery in the 
labor. In all this northern area, therefore, North and in the 
there were comparatively few slaves. But ^''"*''- 
south of that line the soil and climate were favorable to the 
growth of cotton, rice, sugar, and tobacco. The successful 
cultivation of these great staples called for an abundance of 
cheap labor always at hand when needed. Slavery fulfilled 
these conditions. Moreover, it was assumed that the ne- 
groes, if set free, would not work, and hence slavery seemed 
to the Southern planter necessary for his highest prosperity. 
This assumption has, since the freeing of the slaves, been 
shown to be incorrect, but it was none the less believed in 
the South before the Civil War. 

239. The Question of the Extension of Slavery into the 
Louisiana Territory. — Before the Louisiana Purchase, 
then, soil and climate seem to have largely decided what 
should be the line separating freedom from slavery. Seven 
of the thirteen original States were free and six were slave, 
but the admission of new ones had been so planned that in 
1819 there were eleven standing for freedom and the same 
number for slavery. In this way each section had an equal 

17 



258 



HISTORY OF THE UNITED STATES 



vote in the Senate. In the House of Representatives, the 
North, having- grown in population much faster than the 
The South eager South, had, bj 1819, a much larger vote.' 

to maintain an xr u .lI o aI 11 • j^ • 

equality in the ^*' however, the bouth could maintam an 
Senate. equality in the Senate, legislation unfriendlv 

to slavery could be prevented, and to this end the slave- 
holders were ready to put forth all their energy. 

240. The Missouri Compromise (1820). — In 1818, Mis- 
souri, a part of the Louisiana purchase, applied for admission 
into the Union. The first State admitted from this purchase, 
Louisiana, had come in as a slave State in 18 12, but it was 
far south of the line dividing freedom and slavery, as al- 
ready established. Missouri, however, lay partly north of 
Attitude of the this dividing line and partly south. The 
North and the Northern people claimed that as Conorress 

South toward , , f r i t- • • • i i ■ 

slavery in His- H^d control oi the 1 emtones it had a consti- 
s**""- tutional right to decide whether they should 

be free or slave. The Southern people, on the other hand, 
insisted that each State had a constitutional right to decide 
this question for itself. 

When applying for admission the people of Missouri 
had requested that they might have slavery. It happened 
that about the same time Maine wished to be admitted as a 



,' REPRESENTATION IN CONGRESS IN 1820. 



No. 


Free States. 


Ad- 
mitted. 


Sen- 
ate. 


House 
of Rep. 


No. 

I 
2 

3 
4 
5 
6 

7 
8 

9 
10 
II 
12 

12 


Slave .States. 


Ad- 
mitted. 


Sen- 
ate. 

2 
2 
2 
2 
2 
2 
2 
2 
2 
2 
2 
2 


Hou.se 
of Rep. 


I 
2 

3 
4 
5 
6 

7 
8 

9 
10 
II 
12 


Pennsylvania . . . 
New Jersey. . . . 
Connecticut. .. . 
Massachusetts. . 
New Hampshire 

New York 

Rhode Island . . 

Vermont 

Ohio 


1787 
1787 
17SS 
1788 
1788 
1788 
1790 
179I 
1803 
1816 
1818 
1820 


2 

2 

2 
2 
2 
2 
2 
2 
2 
2 
2 


23 
6 

7 
13 ; 

6 
27 
2 
6 
6 
I 
I 
7 


Delaware 

Georgia 

Maryland 

South Carolina. 

Virginia 

North Carolina. 

Kentucky 

Tennessee 

Louisiana 

Mississippi .... 

Alabama 

Missouri 


1787 
1788 
1788 
1788 
1788 
1789 
1792 
1796 
I8I2 
I8I7 
I8I8 
I82I 


2 

6 

9 

9 

23 

13 

10 

6 

I 


Indiana 

Illinois 

Maine 


I 
I 
I 


12 


Free 




1 

2a i loi; 


Slave 




24 


82 



















NKW STRUGGLE FOR POLITICAL INDEPENDENCE 



259 




free State. The slaveholders, therefore, refused to allow 
Maine to enter the Union unless Missouri should be ad- 
mitted as a slave State. The struggle was long and bitter. 
At last, largel}' through the influence of Henry Cla}^ an 
act, known as the " Missouri Compromise," was passed, 
which, for the time, settled 
the dif^cultv. 

This compromise had two 
provisions: (i) Missouri was 
to come into the Union as a 
slave State ; (2) all the re- 
maining terri- 

. , y The two provis- 

tory in t lie Lou- ions of the Mis= 
isiana Purchase, ««"" compro- 

, r.i mise. 

north 01 the par- 
allel of 36° 30', or the south- 
ern boundary of Missouri, 
was to be forever free. Maine 
was admitted as a free State 
in 1820, and Missouri as a 
slave State in 1821, making- 
twelve free and twelve slave 

States. It was supposed that the slavery difficulty was for- 
ever settled. Forever in this case meant only about twenty- 
live years. 

241. The Erie Canal (1817-1825).^ — Transportation over- 
land, from east to west, by means of wagons and draught 

' The Erie Canal was opened in the autumn of 1825, the first year of John Quincy 
Adams's administration. John QuinCy Adams, the son of John Adams, and sixth Pres- 
ident of the United States (1825-1829), was born at Braintree, Massachusetts, in 
1767, and died in 1848. After graduating from Harvard he began the study of law. 
His public service was long and distinguished. He was not only American minister 
to Holland, Portugal, England, Prussia, and Russia, but was one of the American 
peace commissioners at the close of the War of 1812. After serving with signal abil- 
ity as Monroe's Secretary of State he was elected to the Presidency. As President 
he was unpopular and made many enemies. But the greatest part of his career be- 
gan when he entered the national House of Representatives in 1831. Here he be- 
came the anti-slavery statesman of his time. His fearlessness won the admiration 
of friend and foe alike. He remained a member of the House until 1848, when he 
fell dead in the Capitol. He was well called the " Old Man Eloquent." 



HENRY CLAY, 



" THE (iREAT PEACE- 
MAKER." 



26o 



HISTORY OF THE UNITED STATES 



animals, was slow and expensive. Some better means of 
travel and communication between the Atlantic coast and 
the Mississippi valley had therefore become a necessity. 
This necessity suggested to the thoughtful mind of DeWitt 
Clinton the building of a canal to connect the Great Lakes 
with the eastern seaboard. So, in 1817, through his untir- 
ing energy, a large body of laborers began the task of dig- 
ging the Erie Canal. 

It extended from Buffalo, on Lake Erie, to Albany, on 
the Hudson, a distance of three hundred and sixty-three 
miles. As Lake Erie is nearly six hundred feet higher than 
DiKicuities in the Icvcl of the Hudsou, and as the canal had 
building the canal, to pass through forests and over rivers, many 
people looked upon the scheme as a foolish venture. By 
way of ridicule they called the canal " Clinton's Ditch." 

But Clinton's perseverance 
overcame all opposition, and 
the Erie Canal was ready for 
use in 1825. It was built at 
the expense of the State of 
New York and was easily 
paid for by tolls levied on 
boats and goods passing 
through it. 

242. Results of the Con- 
struction of the Erie Canal. 
— The results of construct- 
ing the Erie Canal surpassed 
the highest expectations, 
even of Clinton, (i) Cost of 
transportation was reduced. 
Before the canal was in use 
$10 was paid for carrying by wagon a barrel of flour from 
Buffalo to x-llbany. By canal-boat the expense was reduced 
to thirty cents per barrel. (2) Since the canal made travel 
easier and less expensive, it increased emigration westward. 
Before the building of the New York Central Railroad it 
carried thousands of emigrants. (3) All along the canal 




JOHN QUINCY ADAMS, THE ANTI- 
SLAVERY STATESMAN. 



262 HISTORY OF THE UNITED STATES 

towns and cities rapidly grew up, so that New York soon 
became the most populous State in the Union. (4) It 
g-reatly stimulated the development of New York City, 
which shortly became, as it has since remained, the chief 
commercial city in the country. (5) By largely reducing 
the freight charges for transportation of goods it made the 
food produced on Western farms much cheaper in the 
East, and for the same reason it caused manufactured goods 
from the East and imported goods from Europe to sell for 
lower prices in the \Vest. It therefore increased the wealth 
of both the East and the West. 

243. Internal Improvements. — The National Road and 
the Erie Canal were a part of an extensive system of inter- 
nal improvements which were of great service in develop- 
ing the West and connecting it with the East. This system 
included not only the building of roads and canals, but the 
improvement of rivers and harbors. Some of these roads 
and canals were built by private enterprise and some by 
Two ways of ^^^® Separate States. The cost of building 

making internal and keeping them in repair was met by toll 
improvements. charges. Many people believed that Con- 
gress had a right to make internal improvements at the ex- 
pense of the whole people. Many others insisted that such 
improvements should be made by private companies or by 
the separate State governments. These last urged that the 
" general welfare" * of the people was not served by build- 
ing roads and canals and by improving rivers and harbors, 
which directly benefited limited areas onl}-. They there- 
fore argued that such works should not be undertaken by 
the general government at national expense. 

This was the view of those who gave a strict construc- 
tion to all parts of the Constitution. Madison, Monroe, 
and Jackson were of this party. Those who gave a broad 
construction to the Constitution said that this power was 
implied in the following clause: " The Congress shall have 
power to make all laws which shall be necessary and proper 
for carrying into execution the foregoing powers, and all 

' See preamble of the Constitution. 



NEW STRUGGLE FOR POLITICAL INDEPENDENCE 2O3 

the powers vested by the Constitution in the government 
of the United States" (Article I., Section 8, Clause 18). 
This has rightly been called the "Elastic The "Elastic 
Clause." The "River and Harbor Bill," passed clause." 
every year for the improvement of rivers and harbors in all 
parts of the countr)^ shows that Congress to-day gives a 
liberal construction to the Constitution. The best way of 
making internal improvements was a new problem for the 
people to solve, but there were other problems equally 
difficult. 

244. New Problems and a New Political Party. — The 
Alien and Sedition laws had seriously injured the Federal- 
ist party ; the Hartford Convention had killed it, leaving 
the Democratic-Republicans as the only political party in 
the country. From iSi/to 1825, during Mon- The era of good 
roe's administration, this singular condition Reeling. 
of affairs prevailed, and this period has ever since been 
known as the " Era of Good Feeling." 

New problems, however, soon presented themselves, 
and led to the rise of a new political part}'. These 
problems involved three pressing and vital Three pressing 
questions: (i) Shall internal improvements questions. 
be made bv Congress at national expense? (2) Is the 
United States Bank constitutional? (3) Is the true pol- 
icy of the country a tariff for revenue only or a high tariff 
for the protection of home industries? The Democrats, as 
the Democratic-Republicans now began to call themselves, 
believed in leaving internal improvements to private enter- 
prise or to State governments. They regarded the Bank 
of the United States as unconstitutional. They favored a 
low tariff. 

The new party wished internal improvements to be 
made at national expense, approved the United States 
Bank, and urged that a high protective tariff The National Re= 
was for the best interests of the people. Be- publican party, 
cause this new part}- favored the strengthening of the na- 
tional government in these three ways it was called the 
National Republican party. 



264 HISTORY OF THE UNITED STATES 



TO THE PUPIL 

1. James Monroe was now President, serving two terms, 1817-1825. 

2. What difficulties led to the purchase of Florida ? 

3. What was the Holy Alliance and what was its connection with the 

Monroe Doctrine ? Name the three main provisions of this Doctrine. 
Try to understand clearly the meaning of the Monroe Doctrine. It 
will come up again later. 

4. Before the purchase of Louisiana, what was the natural boundary line 

between free and slave territory ? Explain how soil and climate 
favored slavery south of Mason and Dixon's Line and the Ohio River. 

5. Why was the South eager to maintain in the Senate an equality with 

the North ? What difficulty was settled by the Missouri Com- 
promise ? What was this Compromise ? 

6. Review what has been said about the pack-horse, the flat boat, the 

steamboat, and the National Road. In what way did the Erie Canal 
supplement these } Do not be satisfied until you know well the re- 
sults of constructing this canal, especially the last one named in the 
text. 

7. John Quincy Adams, who served for one term, 1825-1829, was now 

President. 

8. What is meant by internal improvements ? Why were they greatly 

needed at this time ? What two views were held as to the best way 
of making internal improvements ? 

9. You see you are again face to face with the two opposite views of the 

true meaning of the Constitution. What were these views ? What 
is the " Elastic Clause ? " 
[Q. What were the new political problems and what the pressing ques- 
tions they involved ? What was the new political party and how 
did it answer each of these questions ? How did the Democratic 
party answ^er them ? 

11. In this connection you might well review what you have already 

studied about political parties. You will recall two great mistakes 
made by the Federalist party. Make frequent use of the index. 

12. Read Washington's Farewell Address and the message containing 

the Monroe Doctrine. 



CHAPTER XVI 

JACKSOXIAN DEMOCRACY AND THE WEST (1829-1841) 

REFERENCES : Scribner's Popular History of the United States, IV. ; An- 
drews's United States, I.; Burgess's Middle Period; Wright's Cliildren's 
Stories of American Progress: Woodrow Wilson's Division and Reunion; 
Coffin's Building the Nation ; Richardson's History of Our Country. 

OUTSIDE READINGS : Schouler's United States, III. and IV. ; Rhodes's 
The United States,!.; Sumner's Jackson; Lodge's Webster; Von Hoist's 
Calhoun ; Schurz's Clay ; Johnston's American Orations (Webster and Hayne) ; 
Bolton's Famous American Statesmen; Smith's Famous Americans; Teft's 
Webster and His Masterpieces. 

FICTION : Eggleston's Hoosier Schoolboy ; Eggleston's Hoosier School- 
master ; Eggleston's Graysons. 

245. Character of Andrew Jackson.^— The six Presi- 
dents that preceded Jackson came from Virginia or Massa- 
chusetts. They were all men of culture, and stood for what 
was best in the social life of New England and the South. 
Andrew Jackson was of a different type. He represented 
the frontier life of the West. 

His education had been meagre, but he had much abil- 
ity, and a strong and forceful character. He was a natui-al 
leader of men, and had occupied many positions of trust in 
the community in which he lived. His unbounded faith in 

' Andrew Jackson, seventh President of the United States (1829-1837), was 
born in Union County, North Carolina, in 1767, and died at his home, " The Her- 
mitage," near Nashville, in 1845. When only fourteen years old he joined the 
American force under Sumter. After the Revolution he began to study law. At 
the age of twenty-nine he removed to Nashville, and soon became prominent in pub- 
lic life. He was elected to the national House of Representatives, and later to the 
Senate. In 1814 he was appointed major-fjeneral in the United States army, and 
in this posuion won the brilliant victory at the battle of New Orleans. On account 
of his obstinate will his friends called him " Old Hickory." 

265 



266 



HISTORY OF THE UNITED STATES 



his own convictions caused him to commit some errors as 
President. But he was always sincere and honest, and in- 
tensely patriotic. He was loyal to his friends, but severe 
upon his enemies. His personal prejudices and his jealousy 
for the nation were so intense that he regarded those dis- 
agreeing with him as not only enemies to himself, but to his 
country. 

His genuine interest in the welfare of the people cannot 
be questioned. During the eight years of his Presidency 

(1 829-1 837) his influence up- 
on the course of events was 
A man of the a personal one. 
people. He was in a true 

sense a man of the people, 
who cheerfully followed 
wherever he led. 

246. The Spoils System. 
— W hen J ackson became 
President he desired to re- 
ward those political friends 
who had worked faithfully 
for his election. Moreover, 
he believed in the rights of 
the people, and did not deem 
it democratic to allow any 
set of men to remain long in 
office to the exclusion of others just as worthy. 

He therefore decided to adopt the more democratic 

principle of "rotation in office." " To the victors belong 

the spoils," was his motto. He accordingly 

Rotation in office. j.rrc.L a-I J 4- 

turned out of ofhce two thousand postmas- 
ters^ and other officials, although their work was in no way 
connected with politics. Jackson appointed his own fol- 
lowers to positions which he had made vacant by removal. 
He appointed them because they were his followers, and 

' During the forty years from 17S9 to 1829, there had been only 74 removals, or, 
on an average, less than two a year. Of these Washington had made 9 ; John 
Adams, 10 ; Jefferson, 39 ; Madison, 5 ; Monroe, 9 ; John Quincy Adams, 2, 




ANDRFAV JACKSON. 
' The Union 



It must and shall be pre- 
served ! 



JACKSONIAN DEMOCRACY AND THE WEST 267 

not because they had a special fitness for the official work 
they were to do. This was the introduction into national 
|)olitics of the " Spoils System," The system, until 1883, 
had full sway in the country, and has had a most demoral- 
izing influence on the political life of the nation. 

247. ** A Tariff for Revenue with Incidental Protec- 
tion." — It will be remembered that during- the time of the 
Embargo and the War of 1812, the country, being cut off 
from foreign trade, was obliged to build its own mills and 
factories to produce whatever manufactured goods were 
needed for home use. As the streams fiowing down New 
England hill-sides furnished excellent water-power, the 
business men of that region graduall}^ invested their capi- 
tal in manufacturing instead of commerce. Until 1816 du- 
ties had been levied on goods from foreign countries, 
mainly for revenue to pay the expenses of the national gov- 
ernment. These duties furnished only incidental protection 
to American manufacturers. Such a system of duties is 
called a " tariff for revenue with incidental protection." 

248. A Protective Tariff. — After the war closed, how- 
ever, and trade was resumed with foreign countries, our 
markets became flooded with foreign goods, ^ ... . . 

=> c5 ' bnglish goods in 

especially from England. Labor was so much American mar- 
cheaper in England than in this countr}^ that ^^^^' 
her merchants could sell goods to the United States at a 
lower price than American manufacturers could afford to 
sell them. 

Our manufacturers naturally called for a higher tariff on 
the goods that could be made to advantage in American 
mills and factories. These imported goods would then 
cost so much in the United States that the American manu- 
facturer could afford to undersell the foreigner, and still 
make a profit. Such a tariff is said to encourage home in- 
dustries, or to protect American manufacturers from for- 
eign competition. It is therefore called a protective tariff. 

249. South Carolina Objects to a High Protective 
Tariff. — The first protective tariff was laid in 1816. It was 
too moderate. The duties were so low that foreign mer- 



268 HISTORY OF THE UNITED STATES 

chants could pay them and still fill our markets with their 
goods. The New England manufacturers could not thriv^e 
The high tariff of Under such Conditions and urged Congress to 
"828- raise the duties. These were therefore grad- 

ually increased until the high tariff of 1828 was passed. 

The industrial conditions of the South were so different 
from those of the North that manufacturing had no place 
Slaver and the there. The pcoplc of the South were almost 
four great staples exclusivcly employed in raising on their plan- 
of the South. tatious the four great staples: rice, sugar, cot- 

ton, and tobacco. The slaves were not intelligent enough 
to be employed in manufacturing. They were adapted 
only to agricultural labor. Such a difference in industrial 
conditions between the North and the South was decidedly 
unfortunate. The conflicting business interests of the two 
sections brought about a serious disagreement in regard to 
the tariff system. 

The Southern people had to buy all the manufactured 
goods they used, and naturally wished to buy them at 
The South desires ^s low priccs as possiblc. They claimed the 
free trade. right to import foreign goods free from duty. 

In other words, they wished free trade, or freedom to seek, 
without government restrictions, any foreign market. The 
people of South Carolina claimed that a protective tariff 
made them poorer and the New England manufacturers 
richer, and that it was therefore sectional and unfair. 

250. Calhoun and Nullification (1831-1832). — John C. 
Calhoun, of South Carolina, Vice-President during most of 
Jackson's first term, and an able statesman, was the leader 
of his State in this memorable struggle over the tariff. He 
declared that inasmuch as the tariff enriched the Northern 
manufacturers at the expense of the South, it was sectional, 
and, therefore, unconstitutional. 

His theory was that of the Kentucky and Virginia Reso- 
„ ,. ... lutions. It declared that the States were su- 

Calhoun beheves 

in State Rights pcrior to the Uuiou, and each was its own 
and Nuiiit.cation. ,^-,a^sj-gj-^ or practically a sovereign nation. Ac- 
cording to his idea, the Union was only a loose-jointed con- 



JACKSONIAN DEMOCRACY AND THE WEST 



269 



federacy, and South Carolina had a right to decide for itself 
whether or not laws passed by Congress were constitu- 
tional. This was the doctrine of State Rights. He be- 
lieved, also, that any law which the State decided to be un- 
constitutional, it could nullify, or declare not binding in its 
own territory. This was the doctrine of Nullification. 

251. New England Manufacturers and the Protective 
Tariff. — On the other hand the manufacturers of New Eng- 
land and of other Northern States vigorously maintained 
that a protective tariff would 



benefit the whole countr}* in 
the following ways: (i) It 
would provide a revenue to 
defray the expenses of the 
government ; (2) it would, by 
making wages higher, better 
the condition of working- 
men; (3) it would furnish a 
home market for the prod- 
ucts of the farm ; (4) it w^ould 
cause a greater diversity of 
interests in the United 
States and would thus make 
the country more indepen- 
dent of foreign nations, es- 
pecially in time of war. 

252. Webster and the Union. — About the same time 
there was, in the United States Senate, a great debate be- 
tween Daniel Webster, of Massachusetts, and Robert Y. 
Hayne, of South Carolina, over the public lands. This de- 
bate was a part of the controversy between the North and 
the South about the true meaning of the Constitution. Web- 
ster, like Hamilton, believed in a strong Federal Union, 
supreme in matters concerning the interests common to 
all the people. He saw clearly that a Union composed of 
States \vith the right to nullify at pleasure any laws passed 
by Congress must, in time, break down, just as the Confed- 
eration had after the close of the Revolution He therefore 




JOHN C. CALHOUN, THE DEFENDER OF 
SLAVERY AND STATE RIGHTS. 



270 



HISTORY OF THE UNITED STATES 



insisted that, under the Constitution, the State governments 
were inferior to the Federal government. According to 
Webster believes his idea, the United States was a nation with 
the Union to be supreme authority over the States, and he 

supreme over the i i i • i 

States. summed up his views in those glowmg words 

that to-day inspire us with lofty patriotism : " Liberty and 
Union, now and forever, one and inseparable." 

253. Jackson's Feeling Toward Nullification. — In the 

meantime there was much 
excitement over the tariff 
acritation. The South Caro- 
Una people, knowing Jack- 
son's opposition to a high 
protective tariff, were eager 
to find out the President's 
feeling about the position 
their State was taking. They 
invited him to a dinner in 
Washington, and called upon 
him for a speech on a toast 
of his own selec- 
tion. He star- 
tled them by proposing this 
toast: "Our Federal Union: 
it must be preserved." Al- 
though he did not like the 
tariff, yet as the head of the 
Federal Union, he meant to enforce its laws. At another 
time, when asked by a member of Congress from South 
Carolina whether he had any message for his friends in that 
State, he said : " Please give my compliments to my friends 
in your State, and say to them that if a single drop of blood 
shall be shed in opposition to the laws of the United States, 
I will hang the first man I can lay my hands on engaged in 
such treasonable conduct." There was no longer room for 
doubt about Jackson's feeling toward nullification. 

254. South Carolina and State Rights. — In 1832 an at- 
tempt was made to pour oil upon the troubled waters by 




Jackson's toast. 



DANIEL WEBSTER. 

' Liberty and union, now and forever, one and 
inseparable." 



JACKSONIAN DEMOCRACY AND THE WEST 27 1 

adopting a new protective tariff, lower, and therefore less 
objectionable to the South, than the tariff of 1828. But 
South Carolina, being opposed to the principle of protec- 
tion, was still dissatisfied. 

Accordingly, a State convention was called (1832) which 
declared that the tariff acts of 1828 and 1832 were null and 
void, and prohibited the collection, after a south Carolina 
certain date (March 3, 1833), of duties under declares the tariff 
these laws in the ports of South Carolina. It ^^'^ """ «"" void, 
threatened that, in case the United States should try to 
enforce the tariff laws in South Carolina, she would with- 
draw from the Union and organize a separate government. 
When Jackson received the news of the action of the South 
Carolina Convention he was filled with indignation. Rais- 
ing aloft his right arm he exclaimed: " The Union ! It must 
and shall be preserved ! Send for General Scott! " Troops 
and war-vessels were at once sent to Charleston with or- 
ders to collect duties upon all imported goods entering the 
harbor. 

Through Clay's influence, however, Congress enacted a 
compromise measure, gradually lowering the duties. Un- 
der this gradual reduction, the tariff, at the ^^^ compromise 
end of ten years, would not be far removed with south caro- 
from a tariff for revenue only. But the ''"^' 
prompt, energetic action of the President was an object-les- 
son to the Nation. We should remember with gratitude 
the unflinching devotion of Daniel Webster and Andrew 
Jackson to the Union at this critical time. 

255. Jackson and the United States Bank.— The first 
United States Bank was planned and chartered by Alex- 
ander Hamilton ^ for twenty years (1791 to 181 1); and the 
second one also received a charter for the same number of 
years (1816 to 1836) It was to receive all revenue and 
other public money, and to pa}^ this out as needed by the 
government. Its friends, the National Republicans, main- 
tained that it made the paper currency safer and more 

' This bank was an important feature in Hamilton's scheme for giving the na- 
tional government a firm financial footing. 



2/2 



HISTORY OF THE UNITED STATES 




THE BALTIMORE & OHIO RAILROAD, 183O-35. 



uniform throughout the United States. Jackson declared it 
was unconstitutional ; that it enriched its managers at the 
expense of the people, and was therefore not democratic; 

that its funds were 
used in politics to re- 
ward its friends and to 
injure its enemies. 

256. Jackson's Re- 
moval of Deposits 
(1833).— Although the 
charter of the second 
United States Bank 
was not to expire until 
1836, a bill to re-chart- 
er was passed by Con- 
gress in 1832. It failed 
to become a law by reason of Jackson's veto. The next year 
the President decided upon the removal of the deposits. 
He therefore ordered that after that time all the money 
of the government should be deposited in various State 
banks. This was known as the " removal of deposits," 
Since in every case 
these banks were man- 
aged by Democrats, 
they were known as 
"pet banks." 
The effect of 
this " removal of de- 
posits " will be better 
understood if we ob 
serve how money was 
used at that time in the 
development and ex- 
pansion of the West. 

257. The Introduction of the Railroad. — Vast sums 
had been spent in the construction of better means of trans- 
portation. As already seen (see par. 216), the application of 
steam-power to boats made the people independent of wind 



Pet banks. 




A MOHAWK & HUDSOiN' CAR OF 183I. 



JACKSONIAN DEMOCRACY AND THE WEST 



273 



and current. But methods of trade and travel overland 
were altogether too slow and meagre for the energetic 
American people. Roads, canals, and steam- 
boats had promoted travel and transportation, 
but the great problem was to find some way of applying 
steam-power to travel and transportation by land. The 



The new problem. 




THE BOSTON & WORCESTER RAILROAD IN 1 835. 

railroad and the steam-driven locomotive-engine furnished 
a solution. 

The first form of the raih'oad was the wooden rail used 
in the coal mines of England. The next step was to cover 
the wooden rail with a thin layer of iron for protection. 
This was the form in which the first railroad appeared in 
the United States at Quincy, Massachusetts (1826). This 
road was only five miles 
long, and its cars were 
drawn by horses. It was 

used to carry The first passen= 
granite from ger railroad in the 
ii_ • United States. 

the quarries ^""«=" ^""■«=»• 
to the place of shipping. In 
1828 the first passenger rail- 
road in the United States 
was begun at Baltimore. It 
extended westward about 
thirteen miles, and its cars 

were at first drawn bv horses. This road w^as the beginning 
of the Baltimore & Ohio Railroad. 

258. The Growth and Results of the Railroad.— The 
growth of the railroad in the United States has been won« 
18 




A RAILWAY COACH OK 183O. 



274 



HISTORY OF THE UNITED STATES 



derful. In 1828, there were only 3 miles; in 1837, 1,500 
miles; and in 1840, 2,200 miles. From that time on the 
growth has been tremendous. The United States now has 
about 180,000 miles of railroad. 

The railroad brought about great changes in the life of 
the people: (1) It stimulated Western emigration; (2) it 
made Western lands more valuable ; (3) by lowering cost 
of transportation, it cheapened Western food in the East, 
and Eastern manufactured goods in the West ; (4) it there- 
fore added to the wealth of both parts of the country, and 
brought the people into closer sympathy and union. 

259. Rapid Growth of the West.^— From 1821 to 1837 
the country was highly prosperous. Crops were good, 



' An examination of the two tables below, one showing the number of foreign 
immigrants for the years 1829- 183 7, and the other, the population of many of the 
States for 182 1 and 1837, will give a better idea of the rapidity of this growth in 
the West : 

Immigration Table, 1829-37. 



Year. 


Number of Immi- 
grants. 


Year. 


Number of Immi- 
grants. 


1829 


22,520 
23,322 
22,633 
60,482 
58,640 


1834 . . 


65,365 
45-374 
76,242 

79,340 


1830 

1831 


1835 

T836 

1837 

! 


1832 


1833 







Population in 1821. 



New York . . 
Pennsylvania 

Ohio 

Tennessee.. . 
Indiana. . . . 
Mississippi . . 
Missouri . . . . 

Illinois 

Michigan. . . 



Round Numbers. 



1,400,000 

1,000,000 

600,000 

450,000 

170,000 

80,000 

70,000 

60,000 

10,000 



Population in 
1837- 



Round Numbers. 



2,200,000 
1,600,000 
1,400,000 
800,000 
600,000 
320,000 
350,000 
400,000 
200,000 



JACKSONIAN DEMOCRACY AND THE WEST 275 

trade and manufacturing flourished, and cities grew rapidly. 
In 1 82 1, the population of the whole country was ten 
millions; in 1837 it was sixteen millions. This remarkable 
growth was encouraged by the vast expanse of rich public 
land which the government was offering for very small 
sums, in order to increase Western emigration and settle- 
ment. 

The growth was stimulated by the steamboat and the rail- 
road. Before 1837 steamboats w^ere in extensive use on the 
Great Lakes, the Ohio, the Mississippi, and the many smaller 
tributaries of those rivers. And now, with the invention of 
the railroad, settlement spread west\vard with ever-increas- 
ing rapidity. Towns and cities sprang into existence as if 
by magic. In 1830 Chicago consisted of a fort (Dearborn) 
and a small village. In 1833 it had 550 inhabitants; in 1837 
it numbered 4,170; and in 1897 the population was estimated 
to be 1,750,000. 

260. Speculation in Western Lands. — Extensive areas 
of Western public lands, offered at low prices, filled men 
with the fever of speculation. Plans were laid to buy up 
large tracts and connect them with the East by roads, 
canals, and railroads. It required a great amount of money 
to establish all these great lines of communication, started 
up by the railroads, but the demand was easily met after 
the " removal of deposits," for then the public money was 
distributed among many State banks, and was more acces- 
sible to borrowers. Loans could now be obtained, and here 
and there cities were laid out in the West. Then by the 
sale of these lands, at an enormous advance in price, the 
speculators became suddenly wealthy. Fortune-making 
seemed so easy that men took great risks with borrowed 
money. 

261. Wild-cat Banking. — The increasing demand for 
money led to " wild-cat " banking. A few men with little or 
no capital to make good the notes they issued, would start 
a bank by issuing cheaply printed bills (notes) which they 
circulated under the name of money. After buying pub- 
lic lands from the government, at high prices, with these 



276 HISTORY OF THE UNITED STATES 

notes, they would sell their lands for gold and silver. 
When, however, tlieir own notes returned to be redeemed 
in gold and silver, these dishonest bankers would fail, and, 
in some cases, go elsewhere and repeat their swindling 
operations. 

262. The United States Free from Debt. — Of course, 
this speculation in government lands made it easy for the 
United States to pay the public debt. Whereas, in 1830, 
the sum received for these lands was $2,300,000, six years 
later it reached nearly $25,000,000. We need not be sur- 
prised, then, that by the end of 1835 the public debt was 
paid. The apparent prosperity made foreigners eager to 
emigrate from Europe to this country, and they came in 
large numbers (see table, page 274). 

263. State Speculation in Internal Improvements 

After the public debt was paid there was a large surplus, 
$28,000,000 of which was distributed among the various 
States. It was now very easy for State governments^ es- 
pecially where the "pet banks" were located, to get money 
for carrying out their extensive plans, and these govern- 
ments invested large sums in internal improvements. Not 
satisfied with what their States supplied, they began to bor- 
row largely from foreign countries. By 1837 these foreign 
debts amounted to nearly two hundred million dollars. Of 
course the loans from foreign countries made money all the 
more plentiful, and the fever of speculation raged more 
fiercely than ever. 

264. The Specie Circular. — Such reckless speculation 
could not fail to bring disaster. The wild-cat banks had 
issued so many paper promises, based upon nothing more 
solid than the people's willingness to receive them, that, 
like the Continental currency, they became worthless. 
Jackson was alarmed at the amount of this worthless paper 
coming into the United States Treasury. 

He therefore issued the famous Specie Circular, which 
declared that in the future, nothing but specie, or gold and 
silver, should be received in payment for these lands. 
Wild-cat bank-notes were no longer of any use in bu3'ing and 



JACKSONIAN DEMOCRACY AND TIIK WEST 



277 



selling- public lands. These notes went streaming back to 
the Eastern banks that had issued them, for redemption 
in gold and silver. Since the banks were without the gold 
and silver to make good these printed promises, the prom- 
ises were worth nothing and could not be redeemed. 

265. The Financial Panic of 1837J— Of course there at 
once arose a great cry for money. Men tried to sell stocks, 
houses, lands — in fact 

every kind of property ^ .^^S^^^^^^ _ 

— to raise money to pay /i^, f-v 

their debts. All wanted y_ %^ 

to sell. None cared to 
buy. As alwa3's hap- 
pens under such con- 
ditions, prices went 
down with astonishing 
rapidity. There were 
extensive business fail- 
ures, and rich men be- 
came poor. Mills and 
factories shut down be- 
cause they could not 
sell their goods. Labor- 
in": men were thereby 
thrown out of work, 
and their families suf- 
fered for lack of food. 

Soon there were bread riots in the streets of New York. 
It was a terrible time, and has always been known as the 
" Panic of 1837." 

' Martin Van Buren, eighth President of the United States, was born at Kinder- 
hook, New York, in 1782, and died in 1862. After he had received his training as 
a lawyer he began, at only eighteen years of age, his long political career. He rep- 
resented New York in the Senate, and afterward served his State as governor. 
When Jackson was elected President he made Van Buren his Secretary of State. 
During Jackson's second term Van Buren was Vice-President. In 1837 the latter 
became President, but owing to the unpopularity of his administration, he failed 
to be re-elected. He was eminent not only as a lawyer, but also as a political 
leader. 




V.-VN BUREN. 



2/8 HISTORY OF THE UNITED STATES 

266. The Independent Treasury. — As mentioned above, 
many of the States had made extensive foreign loans for the 
purpose of building roads, canals, and railroads. When 
Repudiation of caught by the great financial panic of 1837, 
state debts. somc States refused to pay the interest on 
these loans, and some went so far as to refuse to pay either 
principal or interest. Such a refusal on the part of a State 
to pay its debts is called repudiation. In the midst of this 
financial distress the " pet banks" were unable to pay the 
Federal Government the public money which it had depos- 
ited in them. 

The government being greatly embarrassed. President 
Van Buren, Jackson's successor, was obliged to call a spe- 
cial session of Congress to adopt some plan for getting 
money to pay the running expenses of the government. 
Congress authorized the Treasury Department to issue $10,- 
000,000 in notes. The wisdom of having an independent 
treasury instead of a number of State banks, for the safe- 
keeping of all the public money, was now evident. By 1846 
it had become the settled policy of the United States to 
have a national treasury which should take care of all the 
money paid to the government. This independent treasury 
is at Washington, while there are nine branches known as 
sub-treasuries distributed in various commercial centres.' 

267. The Public School System and the Newspaper. 
—As life began to move at a quicker pace people began 
to think more actively, and to take a larger interest in 
things outside of their immediate surroundings. In the 
Hanhood suf= HCwcr Statcs there was such a democratic 
*''*s^- feeling that every man was made a voter.^ 
Manhood suffrage, adopted in all the West, soon spread to 
the older communities of the East. All the people, coming 
into full control of public affairs, began to feel a deep inter- 
est in political life. 

' These are located in New York, Chicago, San Francisco, Philadelphia, Bos- 
ton, St. Louis, Cincinnati, New Orleans, and Baltimore. 

^ In the earlier years the suffrage was in many ways restricted in the older 
States. 



JACKSONIAN DEMOCRACY AND THE WEST 279 

It thus became a necessity to educate men to an intelli- 
gent conception of their duties toward the State and so- 
ciety. This led to a great improvement in the public school 
systems, especially in the newer States. If the people 
were to be rulers they must have intelligence and virtue 
enough to rule wisely. In this period the modern news- 
paper may be said to have been born. The New York Sim 
(1833) and the New York Herald (1835) became more ener- 
getic than before in collecting news, were printed in a more 
convenient form, and were sold at lower prices. From that 
time the daily newspaper has had a great influence in mould- 
ing public opinion. 

268. Other Aids to Progress. — Other aids to progress 
were furnished in the establishment of transatlantic steam- 
ship lines and in the invention of the McCormick reaping- 
machine. The Saraiina/i, sailing from Savannah, Georgia, in 
1 8 19, was the first ocean steamship to cross the Atlantic. In 
1838 two English steamships, the Siriiis and the Great West- 
er}!, sailed from England to New York. Two years later 
the first regular transatlantic steamship line, between New 
York and Liverpool, was established. This was the begin- 
ning of the well-known Cunard Line. Ocean steamship 
traffic greatly stimulated European immigration to this 
country. 

In 1834 there came into use an invention destined to have 
a large influence upon the development of the West. This 
was the McCormick reaping-machine, which, by making 
farm-work easier and more profitable, stimulated emigra- 
tion to the fertile Western lands.^ 

269. The Temperance Movement. — There was so much 
pauperism and general demoralization during the years fol- 
lowing the War of 1812, that people became alarmed and 
began to inquire the cause. Investigating committees re- 
ported that drinking was the most fruitful source of the 
evil. Everybody drank — ministers, doctors, merchants, la- 
borers, and even women and children. An occasion was 

' In 1838, matches, adding much to the comfort and convenience of household 
life, came into successful use. 



280 HISTORY OF THE UNITED STATES 

never wanting ; at funerals, weddings, dinners, and whenever 
friends met, the social glass flowed. 

In 1824 there began in Boston a great national move- 
ment which swept through the Union. Its principle was 
abstinence from strong drink. By 1830, a thousand temper- 
ance societies had been formed, and hundreds of merchants 
had given up the sale of liquor. Temperance societies in- 
creased in number and inlfuence, saving hundreds of thou- 
sands of men from the curse of the drinking habit. From 
that time the cause of temperance has steadily gained 
ground. 



TO THE PUPIL 

1. You have now reached an important chapter in your nation's history. 

Study it carefully. Since 1829 the influence of the West has been 
very great. You will therefore add 1829 to the following landmarks : 
1789, 1803, 1812-1814, 1820. Review the meaning of these dates. 

2. Are you still grouping less important events about the more impor- 

tant ? 

3. Andrew Jackson was President for two terms, 1829-1837. Name in 

order the Presidents who preceded him. What was the secret of 
Jackson's large influence over the people ? Name his most striking 
characteristics. 

4. What was the " Spoils System ? " What did Jackson mean by saying 

that it was democratic ? How did he apply this system to the na- 
tional civil service ? What is the civil service ? Do you think Jack- 
son was wise or unwise in introducing the "Spoils System" into 
national politics ? Give reasons for your answer. 

5. Review the tariff measure enacted when Washington was President. 

What was its double purpose ? What is meant by " a tariff for rev- 
enue, with incidental protection ? " 

6. Recall the effect which the Embargo and the War of 1812 had upon 

the growth of manufacturing in New England. Why could English 
goods be sold at a lower price than American ? What is a protective 
tariff? 

7. Why did South Carolina object to a high protective tariff? What dif- 

ference was there in the industrial conditions of the North and the 
South ? 

8. On what ground did Calhoun declare that the protective tariff was 

unconstitutional ? What was his idea of the Union ? Define Nulli- 
fication and State Rights. 



JACKSONIAN DEMOCRACY AND THE WEST 281 

9. What arguments did Northern manufacturers advance in favor of a 
protective tariff? What was Webster's idea of the Union? Find 
out all you can about the personality of these noted statesmen. 

10. What -was Jackson's feeling toward nullification ? How did he ex- 

press this feeling in a toast and in a message he sent to friends in 
South Carolina ? 

11. What action w^as taken by the State Convention in South Carolina ? 

What did Jackson do w^hen he heard of South Carolina's bold step? 

12. Subject for debate : Resolved, that a protective tariff was for the best 

interests of the country as a whole. 

13. What was the purpose of the United States Bank ? What three 

charges did Jackson bring against it ? What is meant by his re- 
moval of deposits and by " pet banks ? " 

14. What results followed the building of railroads ? Discuss the rapid 

growth of the West. Why was there extensive speculation in 
Western lands, and how did the "removal of deposits " make such 
speculation easier ? 

15. What was wild-cat banking ? How did speculation affect the pay- 

ment of the public debt ? What effect did the payment of the public 
debt have upon foreign immigration ? Can you now explain the rela- 
tion of the railroad to Western development and to speculation in 
Western lands ? 

16. What led Jackson to issue the specie circular? How did it help to 

bring on the financial panic of 1837 ' 

17. What is the independent treasury ? 

18. Prepare yourself to write from three to five minutes on any of the fol- 

lowing topics : the public schools, the newspaper, and the temper- 
ance movement. 
19 Read Webster's famous " Reply to Hayne," and memorize some of 
the most eloquent passages. 



CHAPTER XVII 

THE SLAVERY QUESTION (184I I-1859) ' 

REFERENCES : Scribner's Popular History of the United States, IV. ; An- 
drews's United States, II. ; Wright's Children's Stories of American Progress ; 
Burgess's Middle Period; Woodrow Wilson's Division and Reunion; 
Richardson's History of Our Country ; Coffin's Building the Nation. 

OUTSIDE READINGS: Rhodes's United States, I. and II.; Schouler's 
United States, IV. and V. ; Draper's Civil War, I. ; Ropes's Story of the Civil 
War; Qoldwin Smith's United States; Johnston's American Orations, II. and 
III.; Bolton's Famous American Statesmen; Trent's William Gilmore Simms; 
Grant's Personal Memoirs; Olmstead's Seaboard Slave States; Olmstead's 
Texas Journey ; Olmstead's Journey in the Back Country ; Page's Old South. 

FICTION: Stowe's Uncle Tom's Cabin; Stowe's Minister's Wooing; 
Munroe's Golden Days of '49 ; Harris's Uncle Remus ; Brooks's Boy Set- 
tlers ; Brooks's Boy Emigrants. 

POETRY: Whittier's Slave Ships; Whittier's Our Countrymen in Chains; 
Longfellow's Slave's Dream. 

THE RISE OF THE ABOLITION MOVEMENT 

270. Morse and the Electric Telegraph (1844). — Be- 
fore we consider the slavery question, let us briefly refer 

' William Henry Harrison, ninth President of the United States was born in 
Charles City County, Virginia, in 1773, and died in Washington, Distiict of Colum- 
bia, in 1841. After attending Hampden Sidney College, Virginia, he began to 
study medicine, but being drawn toward military life he soon entered the army at 
nineteen years of age. In the War of 1812 he served as major-general with dis- 
tinguished success. Later he represented his State in both Houses of Congress. 
He was the Whig candidate for the Presidency in 1840, and after an exciting can- 
vass in what has been called the "log-cabin and hard-cider campaign" was 
elected. He died just one month after his inaugur.ation. 

'^ John Tyler, tenth President of the United States (1841-1845), was born in 
Charles City County, Virginia, in 1790, and died in 1862. After he was graduated 
from the College of William and Mary, he studied law and entered upon his long 

2S2 

/ 



THE SLAVERY QUESTION 



283 



to a few other events. After twelve ^ears of patient effort, 
Samuel F, B. Morse succeeded in bringing the electric tele- 
graph into practical use (1844). 
Being poor, he had tried for four 
years to get an appropriation from 
Congress for testing his invention. 
At length Congress reluctantly 
voted him $30,000 for constructing 
a line from Baltimore to Washing- 
ton, a distance of forty miles. 

Morse himself sent the first mes- 
sage from the Supreme Court 
room, in Washington, whattheteie^ 

to Baltimore. " What graph has done 

hath God wrought," *«^ t^e wonu. 
was the message. Fitting words 
were these, since the telegraph has 
brought great changes into the 
world. By means of it trade and 
much increased. 




WILLIAM HENRY HARRISON. 




JOHN TVLER. 



commerce have been 
Business men can keep themselves ac- 
quainted with the quota- 
tions of the world's great 
markets every hour in the 
day. They can transact 
more business in five or 
six hours now than could 



political career. He served his State 
as governor, and represented it in 
both Houses of Congress. He was 
elected Vice-President by the Whigs 
in 1840, and, on the death of Harri- 
son, became President. He was soon 
engaged in a bitter struggle with the 
Whig leaders, with whom he became 
extremely unpopular. As a warm 
advocate of State sovereignty, he 
gave his cordial support to the se- 
cession movement in 1 86 1, when he 
was elected a member of the Confed- 
erate Congress. 



284 



HISTORY OF THE UNITED STATES 



have been transacted in as many months a hundred years 
ago. 

Another wonderful discovery of untold value to man- 
kind was made in 1844 by Horace Wells, a dentist of Hart- 
Horace Wells and ford, Connccticut. He tried an experiment 
anesthetics. upon himsclf. He caused one of his teeth to 

be extracted after he had inhaled nitrous oxide, or " laugh- 
ing-gas," and found that while under the influence of the 

" laughing - gas " 
he was insensible 
to pain. About 
two years later 
William T. G. 
Morton and 
Charles T. Jack- 
son, both of Bos- 
ton, made a simi- 
lar application of 
sulphuric ether to 
render surgical 
()[)erations pain- 
less. When sul- 
l^huric ether and 
" laughing - gas 
are thus used they 

s. F. li. MORSE. ^^'^ called anes- 

thetics. 
271. "Fifty-four Forty or Fight" (1844). — In the same 
year that Morse's Electric Telegraph came into successful 
Conflicting claims ^'^^' there was much excitement in the United 
to tiie Oregon Statcs ovcr the dispute between our country 
ountry. ^^^^1 England about the Northwest Boundary. 

Our government claimed the country west of the Rockies 
from the northern boundary of California, then a part of 
Mexico, to the southern boundary of Alaska, or the parallel 
of 54° 40'. Great Britain claimed the region as far south 
as the Columbia River in latitude 46°. Bv 18 18 the dispute 
over these conflicting claims had grown serious, but the 




THE SLAVERY QUESTION 



285 



two countries agreed to a joint occupation of the Oregon 
Country for ten years, and, at the end of that period for an 
indefinite time. Why the United States at length laid vig- 
orous claim to it and became so eager for it that the Demo- 
cratic Party in the presidential campaign of 1844, was shout- 
ing " Fifty-four forty or hght," can be told in a lew words. 
272. American Settlers Strengthen Our Claims to 
Oregon. — We had several reasons for claiming Oregon. In 
1792, Captain Gray, of Boston, discovered the Columbia 




River, which he named in honor of his ship ; in 1805 Lewis 
and Clark explored this river; and in 181 1 an American 
company established at its mouth the trading Reasons for our 
post, Astoria. But we made a yet stronger claims to Oregon, 
claim by reason of the actual settlements which i\mericans 
planted there before 1845. These settlements began in a 
small way as early as 1832, missionaries being among the 
first Americans to find their way to the Oregon Country. 
Now in this matter of planting settlements we had the ad- 



286 HISTORY OF THE UNITED STATES 

vantage of England because we were nearer the disputed 
territory. For a long time, to be sure, the English Hudson 
Bay Company had been out there making money in fur- 
trading, but this company had planted no settlements. 

The Americans, too, were for man}- )^ears little inclined 
to seek homes in Oregon. Although small parties of Ameri- 
can settlers started for the Columbia River 

American emi- 
gration in 1843 after 1832, no large settlements were made 
and 1844. until 1843. Ii"i that year one thousand emi- 

grants made the journey of more than two thousand miles, 
braving many dangers and enduring much hardship. The 
next year two thousand more went out, and by 1845 ^bout 
seven thousand American settlers had made their homes in 
Oregon. The English Hudson Ba}' Company held only a 
small number of military posts and trading stations. The 
United States could, therefore, claim the country by right 
of actual possession. 

By a treaty agreed upon in 1846, both England and the 
United States gave up a part of their claims. The boun- 
The Ore on dary determined upon was neither 54° 40', as 

boundary dispute dcsircd by the United States, nor 46° as de- 
settied by treaty, ^j^.^j ^^ England, but 49°, as at present. The 
whole Oregon Country included what is now the States of 
Oregon, Idaho, and Washington, or an area equal to more 
than fifty States like Connecticut. 

Hitherto we have not had occasion to refer to a move- 
ment which, was destined to overthrow the most cherished 
institution of the South. Tn order to understand this 
movement we must notice for a moment the new spirit 
which was gaining ground among the plain people of the 
country. 

273. The Anti-slavery Movement.— It has been rightly 
said that when Andrew Jackson went to Washington as 
The rights of the President he took the people with him. It is 
common people, certainly true that at that time the common 
people began to feel a sense of their power such as they had 
not felt before. Jackson supported them in this feeling by 
standing up for their rights and by encouraging them to 



THE SLAVERY QUESTION 



287 



have faith in themselves as controlling the affairs of the na- 
tion. There had been various limitations on suffrajre in the 
Eastern States, but now manhood suffrage spread from the 
West to the East. Government by the people and for the 
people had become a reality. 

The anti-slavery movement, led by the abolitionists, was 
partly the product of this democratic spirit, but was mainly 
due to the gradual recognition of the dignity and worth of 
man as man, regardless of race or color. It was felt that 
slavery was out of place in a country where the people are 
the rulers. This sentiment, 
at first limited to a despised 
few who were called fanatics, 
rapidly spread through all 
classes of society. 

274. William Lloyd Gar- 
rison and The Liberator. — 
In 1 83 1, William Lloyd Gar- 
rison, a young man of slen- 
der means and little educa- 
tion, began to publish a paper 
called TJic Liberator. In it 
he urged that all the slaves 
in the United States should 
be immediately set free. He 
went so far as to declare that 

it would be better to have no Union at all than to have a 
Union with slavery in one section of it. He boldly asserted 
that slavery was a " sin against God and a crime against 
man," and that the Constitution, by giving it support, " was 
a covenant with death and an agreement with hell." 

275, Southern Opposition. — The Southern people, how- 
ever, believed that the immediate abolition of slavery would 
bring about their financial ruin. Inasmuch as the whole in- 
dustrial system of the South rested on slavery, the}' re- 
garded the advocates of immediate abolition as nothing less 
than public enemies of that section. Therefore governors 
and State legislators in the South were so eager to punish 




WILLIAM LLOYD GARRISON, THE ANT7 
SLAVERY EDITOR. 



288 



HISTORY OF THE UNITED STATES 



the abolitionists that large rewards were offered for their 
capture. But the abolitionists were in earnest, and by 
means of lectures, pamphlets, books, and newspapers scat- 
tered their anti-slavery ideas among the people. 

276. Northern Opposition. — Very few people, even in 
the North, had any sympathy at that time with Garrison's 
extreme views about immediate abolition. Northern people 
thought that such agitation could only result in stirring up 
sectional feeling and might end in breaking up the Union. 
To them a Union with slavery seemed better than no Union 
at all. So the abolitionists were for a time disliked in the 




FAC-SIMILE OF THE HEADING OF GARRISON'S PAPER. 







North quite as much as in the South, and in various parts 
of the North anti-slavery mobs and riots were common for 
some years. 

The opposition to Garrison's teachings became so intense 
that he was mobbed in the streets of Boston (1835). The 
^ . ... mob in its fury had almost torn the clothinij 

Garrison mobbed . _ -^ _ _ f> 

in the streets of from his bodv and w^as dragging him through 
Boston. ^YiQ streets with a rope around his waist when 

he was saved from death by the police. Elijah P. Lovejov 
was mobbed and murdered in Illinois for printing an aboli- 
tion newspaper (1837), and abolition speakers became accus- 
tomed to showers of eggs and stones at public meetings. 

277. Growth of the Abolition Movement. — But in spite 
of all the scorn and contempt heaped upon them, in the 



THE SLAVERY QUESTION 289 

North and in the South, the heroic William Lloyd Garrison 
and his brave followers would not be silenced. They were, 
like most reformers, extreme in their views and unwise in 
their methods, but they were right in their leading idea that 
slavery was wrong. Their sincerity of purpose had its in- 
fluence, and won the sympathy of many who joined them in 
forming abolition societies, which by 1837 included probably 
150,000 members. Among them were two of the ablest de- 
fenders of the anti-slavery crusade, Wendell Phillips, the 
anti-slavery orator, and John Quincy Adams, the anti-slavery 
statesman. 

278. John Quincy Adams Defends the Right of Pe- 
tition. — John Quincy Adams was the champion of the sacred 
right of petition. For many years he stood almost alone in 
the national House of Representatives, in his opposition to 
slavery. He presented on the floor of the House hundreds 
of petitions that slaver}' be abolished in the District of Colum- 
bia, and that the slave-trade between the States be stopped. 

As these petitions wei-e very displeasing to Southern 
members. Congress unwisely voted not to receive them. 
This was not fair play and aroused much sym- .. Qa„^ia^.. ;„ 
pathy in the North for the abolition movement, the House of Rep- 
The " gag-law," by which the House refused 
to receive these petitions, continued in effect for many years 
(i 836-1 844), but the heroic efforts of the " old man eloquent," 
as Adams was rightly called, at last gained for these anti- 
slavery petitions a respectful consideration (1844). 

TO THE PUPIL 

1. What has the telegraph done for the world ? 

2. Upon what did ■we base our claim to Oregon ? 

3. What reason is assigned in the text for the origin of the anti-slavery 

movement ? What position did William Lloyd Garrison take upon 
the slavery question ? 

4. How did Southern opposition to the abolitionists express itself.' How 

Northern oposition ? What do you admire in William Lloyd Garrison 
and his anti-slavery friends ? What connection did John Quincy 
Adams have with the abolition movement ? 

5. Read the account of his heroic efforts as described in Morse's " John 

Quincy Adams." 

19 



^90 HISTORY OF THE UNITED STATES 



TEXAS AND THE MEXICAN WAR 

279. The Annexation of Texas. — About 1820, Southern 
people began to migrate to Texas, which was then a part 
of Mexico. By the year 1835, several colonies had been 
planted by these settlers from the Southern States. Being 
dissatisfied with Mexican rule the Texans revolted (1835), 
defeated the Mexicans, and drove them out of Texas. They 
then declared their independence and sought annexation to 
the United States. 

The South was eager for this annexation because Texas 
lav south of the slavery line established by the Missouri 
«,.- .u c *u Compromise in 1820. If Texas, which was as 

Why the South y ' 

favored the an- large as fifty Statcs like Connecticut, could be 

nexation of Texas. ^^^^^^^^ ^^ ^^^ ^^^^^ tcrdtOry of the South, the 

cause of slavery would be materially strengthened. In time, 
four or five slave States could be made out of this vast area, 
and the South would thereby have a larger number of sena- 
tors. This increase of voting power in the Senate would 
enable her to maintain, for some years at least, the balance 
between the slave States and the free States. The North 
entered a vigorous protest against annexation, but the South 
won, and Texas entered the Union as a slave State in 1845. 

280. Attitude of the North and the South Toward the 
Mexican War. — One of the reasons urged by the North 
against annexation was, that it would cause trouble with the 
Mexicans, who refused to acknowledge the independence of 
Texas. But this objection had no weight with the South- 
ern slaveholders. A war with Mexico might result in the 
acquisition of more slave territory, and hence, such a war 
was not, from their stand-point, undesirable. The North, 
however, earnestly opposed the acquisition of any more 
slave territory, and just as earnestly opposed a war with 
Mexico. 

281. The Causes of the Mexican War. — Mexico wished 
to avoid serious trouble with the United States about the 
annexation of Texas. But before the question could be set- 



THE SLAVERY QUESTION 



291 



tied there arose a dispute about the boundary line between 
Texas and Mexico. Texas claimed the territory to the Rio 
Grande ; Mexico claimed it to the Nueces River. The ter- 
ritory in dispute was large and therefore desirable both to 
the South and to Mexico. While the difficulty was still 
under discussion, however, our government took steps that 
were almost certain to bring on war. 

General Taylor had been sent down in command of 
American troops to support the cause of Texas, and was 
ordered to advance into 
the disputed territory. 

He did so, General Taylor 
fnl'ino- 1 T^o advances into 
taking a po- the disputed ter= 

sition on the "tory. 
Rio Grande at Fort 
Brown, opposite Mata- 
moras.^ The Mexicans 
justly considered this an 
invasion of their territor\' 
and therefore an act of 
war. It certainly looked 
like an attempt to pro- 
voke them to make an at- 
tack on the American 
troops. At all events, this 
was the result of General 
Taylor's movement. A 
Mexican force crossed 
the Rio Grande and killed some American dragoons be- 
longing to a reconnoitring party. 




JAMES K. ruT.K. 



' Before this time President Polk had 
merit refused to receive him. This action 
government. 

James K. Polk, eleventh President of 
in Mecklenburg County, North Carolina, 
removed to Tennessee. After graduating 
versity of North Carolina he entered upon 
of Tennessee not only as governor but as 
sentatives. His manners were simple and 



sent an envoy to Mexico whose govern- 
of Mexico aroused the resentment of our 

the United States (1845-1849), was born 
in 1795, ^"d '^'s*^ '"^ 1849. In 1806 he 
with distinguished honors from the Uni- 
the study of law. He served the State 
member of the national House of Repre- 
his private life sincere and blameless. 



292 



HISTORY OF THE UNITED STATES 



At once President Polk sent to Congress a message in 
which he declared, " War exists notwithstanding all our 
Congress declares efforts to avoid it — cxists by the act of Mexico 
war. herself. Mexico has invaded our territory and 

shed American blood upon American soil." Congress there- 
fore declared that war existed " by the act of Mexico," and 
at once sent troops and supplies to invade Mexican terri- 
tory (1846). 

282. The Character of the Struggle. — The American 

plan of campaign was 
comprehensive. It indi- 
cated that the purpose of 
the war was the conquest 
of new territory. Al- 
though the Americans 
met with stout opposi- 
tion from Mexico, the 
American commanders 
easily carried out their 
j)lans. The war was one- 
sided. The battles were 
all won by the Ameri- 
cans, even in cases where 
the Mexicans greatly out- 
numbered our troops. 

There were many rea- 
sons for the defeat of the 
Mexicans. Their govern- 
ment was weak and poor; their generals were inefficient; 
and their troops were without discipline and proper equip- 
ment. Although the Mexicans were spirited and brave, 
they were greatly inferior to the Americans in intelligence, 
dash, and endurance. 

283. Results of the War. — In less than two years 
Mexico was conquered and her entire territory was ?t the 
mercy of the United States. But, however unfair our gov- 
ernment may have been in bringing on the war with this 
weak countrv, it was willing to pay for any territorv it 




ZACHARV TAYLOR. 



THE SLAVERY QUESTION 293 

mi^ht secure. Mexico received more tlian eighteen milli(jn 
dollars^ for the cession it made to the United States. Nev- 
ertheless, we cannot but regret that our people, distinguished 
for their keen sense of justice, should have consented to 
wage this war in the interests of slavery. But the results 
of the war seemed decidedly favorable to the slavehold- 
ers, who thought they had gained a vast region adapted to 
the use of slave labor. 

If we include in the territory acquired by the Mexican 
war the State of Texas and the parts of Arizona and New 
Mexico secured by the Gadsden Purchase ^ a little later, the 
whole area is equal to more than one hundred and ninety 
States like Connecticut. 

284. The Wilmot Proviso.— But there was another re- 
sult which made the war a costly one to the United States, 
and that was the increased bitterness between the two sec- 
tions over the slavery question. The South insisted that 
slavery should go into the new territory and the North in- 
sisted that it should not. In fact, this quarrel over the 
question of slavery in the new territory began even before 
the war was over. For when in 1846, it seemed pretty 
evident what the result of the fighting would be, David 
Wilmot, a representative in Congress from Pennsylvania, 
proposed that slavery should be forever prohibited in all 
the territory which should be acquired from Mexico. This 
was called the Wilmot Proviso. It failed of enactment by 
Congress, but it expressed a policy which was soon to be 
made a guiding principle by a great political party. Two 
years later this principle became the political watchword 
of the Free Soil Party and later of the Republican Party. 
The Wilmot Proviso marked the swift approach of the 
downfall of slavery in the United States. 

' The sum paid to Mexico was $15,000,000. The United States also satisfied 
claims of American citizens against Mexico to the amount of about $3,500,000. 

* In 1853 a treaty was negotiated through James Gadsden which settled the dis- 
puted boundary with Mexico. The United .States paid $10,000,000 and gained the 
Mesilla Valley, an area of about twenty million acres. It formed the southern 
part of what is now New Mexico and Arizona, and became known as the Gadsden 
Purchase. 



294 HISTORY OF THE UNITED STATES 



TO THE PUPIL 

1. Why did the South favor the annexation of Texas ? What was the 

attitude of the North and the South toward the Mexican War? 

2. What were the causes of this war ? How did it begin ? Give three 

reasons why the Mexicans were defeated in every battle. 

3. What were the principal results of the war ? Including Texas and the 

Gadsden Purchase, how many States like your own would the whole 
territory acquired by the Mexican War equal ? What was the Wil- 
mot Proviso ? 

4. Read Thomas Nelson Page's Old South. 



THE MEXICAN CESSION AND THE COMPROMISE OF 185O 

285. Discovery of Gold in California and its Results 
(1848). — California had been valued for its fertile soil and its 
delightful climate. It had also the fine harbor of San Fran- 
cisco. These attractions drew a few settlers, who in 1848 
made a great discovery. Some workmen, in digging a mill- 
race for Captain Sutter, a Swiss immigrant, discovered 
shining particles of gold in a stream flowing into the Saci"a- 
mento River, about 100 miles northeast of San Francisco. 
Upon examination of the suri-ounding country, the soil, the 
river-beds, and the rocks were found to be rich with gold. 
It was a wonderful discovery. Before the close of 1861 
these mines had yielded more than $500,000,000. 

As soon as the news spread abroad people were al- 
most beside themselves with excitement, and at once rushed 
Excitement of the for the gold region from all the settled parts 
people. of the United States. Farmers, carpenters, 

store-keepers, and professional men were seized with a de- 
sire for sudden wealth, and left their work to seek the 
golden treasure. Vessels coming into the harbors of San 
Francisco were deserted by their crews, who, with the rest, 
wildly rushed with pick-axe and shovel to the mines. 

There were three routes to California from the Eastern 
States : The first and longest was by vessel around Cape 
Horn, the trip from New York to San Francisco in 1848 




WESTERN PART 

UNITED ST AXES 

Showin; Mexican Cession I I 

GadsJen Purcl 



_ _ _., 'opula 

Principle of Popular Sov 
Eausas- Nebraska Bill 
Purchased from Texa: 



THE SLAVERY QUES'JIUN 



295 



taking about one hundred and thirty days; the second was 
down to the Isthmus of Panama, across it, and up along 
the western coast to San Francisco; the third The three routes 
was by slowly moving trains of wagons and to California, 
ox-carts overland across the country. By this last route 
it took one hundred days to travel to the valleys of Cali- 
fornia after reaching the plains west of the Mississippi. 

The ditlficulties 
and dangers in cross- 
ing the plains and 
the desert region on 
the journey were 










SUTTER S MILL, WHERE GOLD WAS FIRST FOUND IN CALIFORNIA. 

many. The Indians often attacked the emigrants; and the 
Mormons of Utah, through whose territory the gold-seekers 
passed, did all they could to obstruct the way. The dangers of 
even encourasfingf Indians to kill the emi- the overland 
grants. Thousands died on the way, and the '^"" ^' 
bones of human beings, horses, and oxen were strewed 
along the route. The eagerness to reach the gold fields 
often prevented the emigrants from taking time to bury 
their dead. 

Large numbers of men flocked to the gold regions. In 



296 



HISTORY OF THE UNITED STATES 



less than eighteen months after the discovery, California 
had a population of not less than 100,000. In the meantime, 
n .* t*u A- San Francisco increased from 2,000 to 20,000 

Results of the dis- 
covery of gold in people, and Sacramento from a little cluster of 

California. houses to a place of 10,000 inhabitants. The 

discovery of gold in California had important results: (i) 

By greatly increasing the gold in circulation, it stimulated 





THE HARBOR OF SAN FRANXISCO IN 1 849. 

trade and commerce; (2) by developing the Pacific coast it 
led about twenty years later to the building of the first Pa- 
cific railroad ; (3) it had, as we shall now see, an important 
bearing upon the slavery question. 

286. California Seeks Admission into the Union as a 
Free State (1849).^ — In about a year after the discovery of 

1 Zachary Taylor, twelfth President of the United States (1849-1850), was born 
in Orange County, Virginia, in 1784, and died in 1850. While he was yet an in- 
fant his parents removed to Kentucky, which continued to be his adopted State 
until 1 841, when he made his family home in Baton Rouge, Louisiana. Although 
his opportunities for education were very limited, his keen desire for knowledge 
led him to study with care ancient and modern history. He became a daring and 
skilful soldier, serving his country with great distinction as brigadier-general in the 



THE SLAVERY QUESTION 



297 



gold there were people enough in California for a State. 
But Congress had been so busy discussing the slavery ques- 
tion that it had not established any government at all there. 
This was most unfortunate, for among the gold-diggers 
there were many thieves and ruffians, who were very dis- 
orderly and lawless. Hence the better classes of citizens 
were forced to act without waiting for Congress. They 
organized a government of their own, established order, 
and applied for admission into the Union in 1849. ^s a 
large majority of the people 
were from the North, they 
wished California to be made 
a free State. 

287. Difficult Slavery Ques- 
tions in 1850. — It will be re- 
membered that the Missouri 
Compromise was called forth 
by the purchase of the Lou- 
isiana Territory. The whole 
question was opened afresh by 
the Mexican Cession. Should 
the territory acquired from 
Mexico be slave or free? The 
North argued that inasmuch 
as this territory had always 
been free, it should continue to be so. 




MILLARD FILLMORE. 



The South was 



Mexican War. "Old Rough and Ready," as he was fondly called by his many 
admirers, indicates that he was a popular hero. He died in the second year of his 
Presidency. 

Millard Fillmore, thirteenth President of the United States (1850-1853), was 
born in Cayuga County, New York, in 1800, and died in 1874. In early youth he 
learned the meaning of a life of struggle. Like Lincoln and Garfield, he was a 
poor boy, and like them he overcame, by invincible determination, almost insur- 
mountable difficulties. Until fourteen years of age he worked on a farm nine 
months of the year, and attended the primitive schools of those times the remaining 
three. At fourteen he was apprenticed to a trade, but managed to find some time 
for hard study. Later he studied law, and won for himself an enviable position at 
the bar. Having been elected Vice-President in 1S48, he became President on the 
death of Zachary Taylor, in 1850. His kindly manner and never-failing courtesy 
made him very popular. 



298 HISTORY OF THE UNITED STATES 

divided in opinion. Some of the Southerners wished to 
extend the line of the Missouri Compromise, 36° 30', as a 
boundary to the Pacific. Others claimed, as in 1820, that 
Congress had no constitutional right to interfere with slav- 
ery ; and that the people in the territories ought to be 
allowed to decide for themselves whether they should come 
into the Union as free or slave States. 

The settlement of the dispute was one of extreme impor- 
tance. It involved several points of issue: (i) California 
wished to come in as a free State, but in that case the bal- 
ance of power in the Senate would be disturbed. Hence 
there were strong objections from the South. (2) The anti- 
siaveryinCaiifor= slavcry men continued to urge upon Congress 
nia and the Dis= legislation that would abolish slavery, or, at 
trict of Columbia, j^^^^^ ^^^ ^^^^^ ^^.^^^^ -^^ ^j^^ DistHct of Colum- 
bia. Whether or not Congress had a right to meddle with 
slavery in the territories, it clearl}^ had a right to enact a 
measure against slavery in the District of Columbia, which 
was under the direct control of Congress. We have already 
'seen how John Quincy Adams bravely struggled for years 
in behalf of legislative action against slavery in this district. 
(3) The South bitterly complained that the North was vio- 
lating the Fugitive Slave Law, by aiding the escape of 
slaves from their masters to Canada. 

All these difificult slavery questions were pressing for 
satisfactory answers, and many people began to fear a dis- 
Threats of seces- solution of the Uuiou. Threats of secession 
sion. were freely made by some of the more hot- 

headed pro-slavery men. It was evident that prompt and 
wise measures must be taken to quiet the violent feelings 
among people in both sections. 

288. The Compromise of 1850. — Henry Clay had already 
fairly gained the title of "Peace-maker " by taking a leading 
Henry Clay the part in sccuring the Missouri Compromise in 
"Peace=maker." 1820, and the compromisc in 1833 settling the 
difficulties brought about by the tariff and nullification in 
South Carolina. In his old age he was again called upon 
to help meet these new difficulties in 1850. He therefore 





THE SLAVERY QUESTION 299 

prepared what was called the Oiuiiihus Bill, because it made 
provision for settling many questions. 

This famous Omnibus Bill, or Compromise of 1.850, con- 
tained four essential clauses, two of which favored the North 
and two the South. They were as follows: jhe four essential 
(i) California was to be admitted as a free clauses of the 
State (for the North) ; (2) but in the rest of the ®'"""'"" •*'"• 
Mexican cession, divided into the two territories of Utah 
and New Mexico, the people were to decide for themselves 
whether or not they 
would have slaves (for 
the South) ; (3) the slave 
trade, not slavery, was to 
be abolished in the Dis- 
trict of Columbia (for the 
North); (4) but a vigor- ^^'&^^^ 
bus and exacting fugitive fugitive slave advertisements. 

slave law was to be passed 

(for the South). Many people thought that this compro- 
mise would bring peace and good-will throughout the 
country. 

289. The Fugitive Slave Law and its Results in the 
North. — Congress had directed that the Fugitive Slave Law 
enacted in 1793 shoidd be carried out by the various State 
governments. As the South charged that the Northern 
States were neglecting to enforce this law in a proper man- 
ner, the fugitive slave clause was inserted in the compro- 
mise of 1850, as has just been stated. In accordance with 
this clause, Congress passed a rigid Fugitive Slave Law, 
which was to be enforced not by State, but by Federal 
officers. 

By the provisions of this law fugitive slaves, or negroes 
claimed as fugitive slaves, were to have no trial by jury and 
were not to be permitted to testify in their own defence. 
All citizens, if called upon, were required to aid the United 
States marshal in capturing runaway slaves. Many cases 
of cruelty, injustice, and violence followed. 

The indignation of the North rose to fever heat, and 



?oo 



HISTORY OF THE UNITED STATES 



soon the " highei" law " of right and justice was openly pro- 
indignation in claimed. Some people in the North were 
the North. ready to defy a law which was, in their view, 

cruel and inhuman. 

290. Personal Liberty Bills and Their Results in the 
South. — The outcome of this intense opposition to the Fugi- 
tive Slave Law was the passage, by many Northern States, 
of the Personal Liberty Bills. These laws granted trial by 
jury to runav/ay slaves and in other ways protected them 

from the severity of the Fugi- 
tive Slave Law. Naturally 
these Personal Liberty Laws 
embittered the Southern 
slaveholders, who accused the 
North of a desire to break up 
slavery. They further assert- 
ed that in passing these Per- 
sonal Liberty Bills the North- 
ern States were nullifying an 
act of Congress and violating 
the Constitution. 

291. The Underground 
Railroad. — Some people in 
the North secretly aided the 
runaway slaves in escaping 
to Canada. The fugitives 
made their way to freedom by means of the so-called " Un- 
derground Railroad." The " stations " were the houses of 
persons who received the poor negroes at an}^ hour, night 
or day, giving them food and shelter, and keeping them 
in a safe hiding-place until they could be sent on to the 
next " station." In this way they were fed and cared for 
until they reached Canada, the northern end of this strange 
railroad. It is estimated that over 30,000 fugitive slaves 
escaped to Canada between 1830 and i860. 

292. Uncle Tom's Cabin (1852).— In the midst of the 
stirring discussion about slavery, "Uncle Tom's Cabin," by 
Harriet Beecher Stowe, appeared (1852). During the first 




HARRIET BEECHER STOWE, THE AU 
THOR OF "UNCLE TOM'S CABIN." 



THE SLAVERY QUESTION 



301 



year after its publication more than 200,000 copies were 
sold. It was read in all parts of Europe as well as in the 
United States. It not only appealed to the imagination, 
but it also touched the heart and conscience. It rapidly 
caused people to feel that slavery was more than a political 
question. Through its influence hundreds of thousands of 
men and women now joined the abolitionists in the convic- 
tion that slavery was a 
great moral evil. 

293. Commodore Per- 
ry Secures a Treaty with 
Japan (1854). — Two 
years after the publica- 
tion of Uiiclc Ton's Cabin 
Commodore Perry sailed 
into the ports of Japan 
with a fleet of steamers. 
Previous to that time, the 
Japanese had been sus- 
picious of all foreign na- 
tions and had refused to 
trade with them. Com- 
modore Perry won the 
good-will of these people 
and they entered into a 
treaty of commerce with 
our country. From that 

time Japan has been on a most friendly footing with the 
United States. Through her trade relations with this coun- 
try and Europe she has come into touch with western civ- 
ilization, and has surprised the world by the eagerness with 
which she has adopted it. 

294. Filibustering Expeditions (1851-1860); The Os- 
tend Manifesto (1854). — By the admission of California as 
a free State in 1850, the balance between the free and the 
slave States was destroyed, for now there were sixteen free 
to fifteen slave States. The outlook for slavery was so 
gloomy that the Southerners turned their eyes toward Cuba, 




FRANKLIN PIERCK. 



302 HISTORY OF THE UNITED STATES 

as they had turned them, a few years before, toward Texas. 
Slavery already existed in Cuba, and if the island could be 
The slaveholders secured to the Uuiou it would furnish two 
eager for Cuba. more slave States. Our government was on 
friendly terms with Spain and no pretext for war existed 
virhen, in 1851, the first filibustering expedition started out 
from New Orleans. The scheme ended in disaster, but 
there were still many greedy eyes turned toward Cuba. 

Some people thought that Spain might be induced by 
treat}^ to give it up, and even advocated seizure if it could 
not be got by cession. In 1854, therefore, the United States 
ministers to England, France, and Spain, acting under in- 
struction from President Pierce,' met at Ostend, Belgium, 
to discuss the situation. They declared, in the Ostend Man- 
ifesto, that Cuba ought to belong to the United States, and 
that if Spain should refuse to sell it, we should secure it by 
force. It is perhaps unnecessary to say that the United 
States did not adopt any such policy. 



TO THE PUPIL 

1. Trace on your map the three routes to California from the Eastern 

States. What were the results of the discovery of gold ? 

2. Explain why California sought admission into the Union as a free 

State. What w^ere the three difficult slavery questions in 1850 .' 

3. In what way was the Missouri Compromise called forth by the 

Louisiana Purchase ? What question was asked about the Mexican 
Cession? How did the North answer the question? How^ did the 
South ? 

4. What two clauses in the Compromise of 1850 favored the North ? 

What two the South ? 

» Franklin Pierce, fourteenth President of the United States (1853-1857), was 
born in Hillsborough, New Hampshire, in 1804, and died in 1869. In his class 
at Bowdoin College, from which he was graduated, were Henry W,. Longfellow 
and Nathaniel Hawthorne, the latter being a life-long friend. Entering the army 
at the outbreak of the Mexican War, he was so brave that he rose to the rank of 
brigadier-general. After serving in both Houses of Congress he was elected to 
the Presidency in 1852. Although he believed in " State Rights " and opposed 
all anti-slavery movements, he urged the people of New Hampshire, in the stormy 
days following the attack upon Fort Sumter, in 1861, to stand by the Union. 



THE SLAVERY QUESTION 303 

5. What was the Fugitive Slave Law and what were its results ? Ex- 

plain the Personal Liberty Bills and the Underground Railroad. 
What effect had " Uncle Tom's Cabin " upon the slavery question ? 

6. What was the purpose of the filibustering expedition ? V/hat do you 

think of the Ostend Manifesto ? 
'/. Read the chapters on slavery in Coffin's '* Building the Nation." 

THE FIGHT FOR SLAVERY IN THE TERRITORIES 

295. The Kansas-Nebraska Bill (1854). — By the com- 
promise of 1850 the people in all the territory acquired 
from Mexico, except California, were to de- The south desires 
cide for themselves whether or not they would « *"^t';«^ ^''t^n- . 

_ J sion of slave terrio 

have slavery. But this act was not enough, tory. 
The need of the South for a still further extension of slave 
territory to offset the rapidly growing power of the free 
North became more pressing every year. 

By the Missouri Compromise of 1820 slavery was for- 
ever prohibited in the Louisiana Purchase north and west 
of Missouri, or north of the parallel of 36° 30'. In 1854, 
Stephen A. Douglas, a Democratic Senator from Illinois, 
claimed that the Compromise of 1850 had repealed the Mis- 
souri Compromise ; moreover, that Congress had no Consti- 
tutional right in 1820 to shut out slavery from the Louisiana 
Purchase. He therefore proposed the erection of the two 
territories of Kansas and Nebraska, in which the settlers 
should decide whether they would have slavery or not. 
This measure, known as the Kansas-Nebraska Bill, became 
a law in 1854. 

It had many important results: (i) It took from Con- 
gress all authority over slavery in the territories, and gave 
this authority to the people; (2) it opened to Resuitsofthe 
slavery all the territories belonging to the Kansas-Nebraska 
United States ; (3) it led to a bitter struggle ^'"" 
over Kansas; (4) and it reopened with renewed bitterness 
the slavery controversy, which could never again be set- 
tled by peaceable means. 

296. The Struggle for the Control of Kansas.— Since 
the people now had authority to decide the question of free- 



304 HISTORY OF THE UNITED STATES 

dom or slavery in Kansas, both the North and the South 
made a desperate effort to gain control of the territory. 
Emigration was no longer a matter of private or personal 
Emi rant aid interests. There were now urgent political 

societies in the rcasous why emigration to Kansas should be 
'^'"'*''* encouraged from both sections. Meetings 

were therefore held in many leading Northern cities, and 
money was raised for the support of emigrant aid societies 
to send settlers to Kansas. Soon long trains of emigrant 
wagons were winding their way across the prairies. As the 
Missouri people refused to let them pass across that State, 
they were obliged to go north through Iowa. 

Missouri also made hasty preparations to get control of 
Kansas. But in this struggle the South was at a disadvan- 
tage, because slave-holders were afraid to risk taking their 
slaves into a territory that might, by vote of the people, be- 
come free. The South, therefore, did not make such an 
organized effort to settle Kansas as was made in the North. 
Bloodshed in The Missoun pro-slavery men, however, made 

Kansas. hasty preparations to do all they could. Arm- 

ing themselves they crossed the border and began to plant 
colonies. Both sides were aroused, and both took part in 
the plundering, burning, and murdering. 

297. Triumph for the Free-State Men. — On election 
days the men from Missouri, who soon became known as 
"border rutifians," went over to Kansas in large numbers 
and cast fraudulent votes in the interests of slavery. By 
false voting and false counting of ballots the pro-slavery 
. , party was for some time ahead. Two rival 

Two rival gov- x -' 

ernmentsin governments wcrc established. Although the 

Kansas, auti-slavcry men were clearly in the majority, 

President Pierce supported the pro-slavery faction, and used 
the influence of the administration to secure the admission 
of Kansas into the Union as a slave State. But in spite of all 
that could be done by President Pierce and the pro-slavery 
leaders, the cause of freedom triumphed. After three years 
(1855-1858) of this civil war, in what was truly called 
"Bleeding Kansas," the free-State men won a victory, and 



THE SLAVERY OUESTION 



305 



Kansas was admitted to the Union in 1861 with an anli- 
slaver}^ constitntion. 

298. Assault on Charles Sumner (1856). — During the 
fierv debating- in Congress over the ditiiculties in Kansas, 
the distinguished anti-slavery leader, Charles Sumner of 
Massachusetts, made in the Senate a vigorous speech on the 
" Crime against Kansas." In this speech he severely attacked 
Senator Butler, from 

South Carolina. Sum- 
ner's Southern enemies 
became more intense in 
their hatred of him than 
ever before. In the 
midst of the exciting 
days which followed, 
Senator Butler's neph- 
ew, Preston S. Brooks, 
who was a representa- 
tive in Congress from 
South Carolina, came 
s u d d e n 1 y upon M r . 
Sumner while writing 
at his desk in the Senate 
Chamber and assaulted 
him. Again and again 
Brooks struck Sumner 

over the head with a cane until he reeled and fell sense- 
less to the floor. Sumner did not recover Results of the 
from the shock for over three years. This assault, 
assault increased the bitterness of feeling and made both 
sections more determined in their actions. 

299. New Political Parties (1854). — Slavery had brought 
about in political parties great changes, which we will now 
briefly consider. In 1833 the National Repub- 
lican Party (see par. 244) was succeeded by the 
Whig Party, of which Henry Clay became the leader. Tiiis 
party opposed the Mexican War. At the close of this 
war many Northern Whigs and Democrats believed in the 




CHARLES SUMNER 



The Whigs. 



3o6 HISTORY OF THE UNITED STATES 

principle of the Wilmot Proviso — tliat slavery should be 
prohibited in all the Mexican cession. They became anti- 
slavery men and, joining the Abolitionists, formed the Free 
Soil Party. But while many Northern Whigs became anti- 
slavery men, many pro-slavery Whigs in the South joined 
the Demcjcrats. The result was the breaking into frag- 
ments of the Whig Party after 1852. 

The passage of the Kansas- Nebraska Bill (1854) caused 
still another split in parties. By reason of this measure all 
The Republican votcrs in the North who opposed the further 
Party. extension of slavery, whether they had been 

previously known as Democrats or Free Soilers, called them- 
selves Anti-Nebraska Men. In the following year the "An- 
ti-Nebraska Men " began to be called the Republican Part}', 
which has ever since been known by that name. The corner- 
stone of the Republican Party was the principle contained 
in the Wilmot Proviso. 

Taui.e of Immigration from Europe for the Years 1S45-1856. 

Number of 
Year. Immigrants. 

185I 379-466 

1852 371,603 

1853 368,645 

1S54 427,833 

1S55 200,877 

1856 200,436 



Number of 
Year. Immigrants. 

1845 114,371 

1846 154,416 

1847 234,968 

1848 226,527 

1849 297,024 

1850 310,004 



300. Immigration from Europe. — Before 1840, the total 
number of foreign immigrants into the United States during 
any one year never exceeded 100,000. A reference to the 
immigration table given above will show that from 1845 
onward, especially after 1848, the increase was surprisingly 
great. During almost the whole decade from 1840 to 1850 
The reasons for there was iu Europc much unrest, and this led 
the great increase ^^ political disturbances extending through 

in immigration ^ . 

from Europe. many Europcau countries. In 1846 and 1847 

a terrible famine in Ireland caused thousands to seek 
homes in the United States. The discovery of gold in 



THE SLAVERY QUESTION 



307 



California, also, had a great influence in stimulating the 
desire to seek a land where the woiking man could have 
prosperity, political freedom, and happiness. As can be 
seen by noting the rapid increase of population in many 
of our Western States and Territories, a large number of 
these immigrants joined the Westward movement. 

Table of Population in Western States and Territories in 1840, 1850, 

AND i860. 



States. 



Illinois. . . 
Indiana.. . 

Iowa 

Michigan 
Wisconsin 
California 
Minnesota 

Utah 

Colorado.. 
Kansas. . 
Nebraska. 
Oregon. . . 




It is significant that nearly all of them sought the North. 
They avoided making their homes in the South, because 
there labor was servile and degrading. In fact, ^^^ immigrants 
the slaveholders did not encourage Europe- would not settle 
an immigrants to come South because they '"t^e south, 
thought the presence of free white laborers might dissatis- 
fy the slaves with their condition and lead them to rise in 
insurrection. The slaveholders even guarded against the 
spread of intelligence among their slaves, on account of 
the discontent intelligence was sure to bring about among 
the blacks. 

301. Economic and Social Conditions in the South. — 
We see, then, that slavery in the South prevented the in- 
crease of population there by immigration, and thus hin- 
dered the most rapid development of its resources. There 



3o8 



HISTORY OF THE UNITED STATES 



were reasons, also, within the South's own boundaries, which 
explain wh}^ it did not keep pace with the North in indus- 
Three reasons trial prosperity. I, The negroes were so lazy 
reWnd'^hr^NoSh ^^^^ carclcss that on the average two or three 
in prosperity. slavcs in the SoLith would do Only as much 
work as one free laborer in the North. 2. Since slavery- 



rvA — ^ 




A SOUTHERN SUGAR PLANTATION. 

degraded labor, the large class of people in the South known 
as " poor whites " would work but little. 3. The planters 
themselves spent most of their time in leisure, leaving their 
business in charge of overseers. 

When we bear in mind that of the three great classes of 
people in the South — the planters, the poor whites, and the 



THE Sr.AVKKV (^)UESTION 309 

slaves — the planters did nothing, the poor whites as little as 
they could, and the slaves not more than half as much as the 
same number of intelligent free laborers would have done, 
we cannot be surprised that the wSouth was so rapidly out- 
stripped by the North in productive jxjwer and therefore 
in wealth and })rospcritv. 

302. Economic and Social Conditions in the North. — 
While there were three great classes in the South, there 
was in the North, so far as production was concerned, but 
one. In this section nearly all belonged to the working, 
producing class. In the N(jrth, then, there was a busy hum 
of industry. A spirit of enterprise, manifesting itself in 
agriculture, manufacture, trade, and commerce, \vas every- 
where present. There all labor was honorable and idlers 
were few. Such being the industrial conditions, the North 
was soon far ahead of the South in population, in produc- 
tive power, and in political influence. 

303. Influence of the West in Favor of Nationalism. — 
Again glancing over the tables showing increase in popu- 
lation in some of the Western States and territories from 
1840 to 1850 and from 1850 to i860, we shall see that that in- 
crease was very great. Nor was it all due to foreign immi- 
gration. Much of it was due to the large movement of 
population from the Eastern States. The prairie lands, so 
fertile and so easily brought under cultivation. The prairies and 
invited the laborer to begin life anew where the railroad. 
industrial conditions highly favored prosperity. The rail- 
road encouraged the movement by making the transporta- 
tion of emigrants and goods rapid, easy, and inexpensive. 

It is worth while to notice that only a small part of this 
Westward emigration was from the South. The West was 
being rapidly occupied by men who were not in sympathy 
with the slaveholding planter. Moreover, ^ . ^. 

•^ r ' Friendly relations 

when these people in the West began to find between the North 
a market for their corn, wheat, and other ^nd the west. 
produce, they traded with the North because the North 
had what they needed. The North and the West found 
mutual profit in trade. With common interests they soon 



3IO HISTORY OF THE UNITED STATES 

found themselves having common sympathies and common 
political aims and purposes. 

Year by year the West became more and more like the 
North. Her loyalty to the Union was unquestioned. Hav- 
ing received statehood from the national government, the 
\Vestern States had very little of that State Rights feeling 
National feeling SO coiiimou in the South. They were first of 
in the West. all Americans, ready to stand up for the pres- 

ervation of the Union whenever it should be in danger. 
When the inevitable clash of arms between the North and 
the South came in 1861, the Westerner was on the side of 
the North and shouldered his musket in behalf of a Union 
which he had unwittingly helped to weld into a solid, indi- 
visible nation. 

304. The Financial Panic of 1857.— The great finan- 
cial panics of this century have occurred at intervals of 
about twenty years. You will recall that the panic of 1837 
was preceded by unusual business prosperity. The same 
condition existed before the panic of 1857. It was easy to 
o-et money, and men were seized with the desire to make 
Causes of the fortuncs by speculating in Western lands, 

panic. Railroads were built faster than they could 

get business support. The discovery of gold in California 
and Australia had increased the money in circulation and 
thus contributed to the general feeling of prosperity. _ Ex- 
travagance in living followed. Trade was greatly stimu- 
lated\nd soon there was an over-production of goods. 
There had been too much credit, and that brought on the 
panic. In August, 1857, the crash came and everywhere 
there was great business distress. 

305. The Dred Scott Decision (1857).^— The Kansas- 

' This noted decision was made public in the first year of Buchanan's adminis- 
tration. James Buchanan, fifteenth President of the United States (1857-1861), was 
born near Mercersburg, Tennsylvania, in 1791, and died in 1868. After his gradu- 
ation from Dickinson College he studied law. He filled many public positions of 
great responsibility. Besides serving in both Houses of Congress he became Sec- 
retary of State under President Polk and minister to England in Pierce's adminis- 
tration. As President of the United States during the trying years just preceding 
the Civil War, he was severely blamed by the Unionists because he did not take a 
firm stand in opposition to the secession movement. 



THE SLAVERY QUESTION 



311 



Nebraska Bill (1854) deprived Congress of all authoi-ity over 
the question of slavery in the Territories, and left it wholly 
in the hands of the people. Then began the The principle of 
struggle between the two sections for con- ^7gn"trappHld to 
trol. It was soon evident that the North, aii the territories, 
with greatly superior resources, must win in other Terri- 
tories just as it had won in Kansas. 

The South was dismayed at the prospect and looked 
about for some means of 
escaping from the appar- 
ently hopeless situation. 
The means was found in 
the Dred Scott Decision 
(1857). Dred Scott was 
a slave belonging to an 
army surgeon. In 1834, 
this surgeon went with 
his slave from Missouri to 
Illinois, and some yeai^ 
afterward to Minnesota 
Territory. On the return 
of master and slave to 
Missouri, Dred Scott 
claiined that, inasmuch as 
he had been taken by his 
owner into free territory, 
he himself was a free man. 
The case was finally tried 

in the Supreme Court of the United States. The decision 
supported the extreme position the pro-slavery men had 
taken. 

It declared, in effect, (i) that a slave, according to the 
Constitution, was not a person but a chattel or mere piece 
of property ; (2) that the Missouri Compromise, forbidding 
slavery in a part of the Louisiana Purchase, was unconstitu- 
tional, since Congress had no right to interfere with slavery 
in the Territories; (3) and that a master had as much right 
to take his slave with him into a free State as he had to 




jamp:s uuchanan. 



312 



HISTORY OF THE UNITED STATES 



take his horse, his cow, or any other kind of personal 
propert)^ 

This decision was far-reaching-. It meant nothing less 
than the extension of slavery all over the Union. It inten- 
sified the anti-slavery feeling in the North, where many 
threatened that they would not obey the decision. The 
slaveholders became reckless. They even went so far as to 
re-open the slave trade with Africa, for the importation of 

slaves was openly carried on 
from 1857 to the outbreak 

Slave trade with O f the C i V i 1 
Africa re^opened. \V^ a r . T ll i S 

high - handed proceeding — 
a direct violation of the law 
prohibiting the importation 
of slaves after 1808 — indi- 
cated that all hope for fur- 
ther compromise was use- 
less. 

306. John Brown's Raid 
at Harper's Ferry (1859). — 
John Brown was a thorough- 
going abolitionist, who had 
taken a prominent part in the 
struggle for Kansas. He had 
JOHN BROWN a strong- will, a rugged, in- 

tense nature, and was deeply 
religious. He believed that slavery was a curse to the na- 
John Brown and tiou, and that he himself was an instrument in 
his plan. God's hauds to put an end to it in this coun- 

try. The only way to carry out his purpose was, as he 
thought, to make slave-property insecure. His plan was 
to aid the slaves in rising and then in escaping to the moun- 
tains of Virginia, which would become a rallying-place for 
the negroes. Having this aim in view, in the autumn of 
1859, '^vith about twenty followers, he seized the arsenal at 
Harper's Ferry. 

His plan met with disasti"ous failure. He was captured. 




THE SLAVERY QUESTION 3 13 

brought to a speedy trial, and hanged. Throughout his trial 
he was calm and dignified, and died bravely. The South 
was alarmed and angered by this deliberate Results of the 
plan to stir up a general uprising of slaves. ''^"'■ 
A large majority of the Northern people also bitterly con- 




JOHN HROWN' OX HIS WAY TO EXECUTION. 

demned it. John Brown's raid increased the misunderstand- 
ing and widened the breach between the two sections. The 
irrepressible conflict was now at hand. 



TO THE PUPIL 

How did the Kansas-Nebraska Bill differ from the Missouri Compro- 
mise ? What important results did it have ? What struggle did the 
North and the South make to get control of Kansas ? 



314 HISTORY OF THE UNITED STATES 

2. You can easily see how such a struggle would stir up bitter feelings 

in the people of the North and of the South. The assault on Charles 
Sumner illustrates well the intensity and depth of this feeling. 

3. You will do well to note that the " Anti-Nebraska Men " banded to- 

gether on the one issue — that there should be no further extension of 
slavery. The members of the Republican Party did the same. The 
fight all along, except in the case of the Abolitionists, was about the 
extension of slavery into new States. 

4. Why did European immigrants refuse to settle in the South ? Give 

three reasons why the South fell behind the North in prosperity. 
•j. Account for the friendly relations betv/een the North and the West, 
and for the national feeling in the West. 

6. Before taking up the Dred Scott Decision review the following topics : 

Natural boundary between the free and the slave States before the 
purchase of Louisiana ; the Missouri Compromise (1820) ; the Com- 
promise of 1850 ; the Kansas-Nebraska Bill (1854). 

7. What extreme ground was taken by the slaveholders in the Dred 

Scott Decision ? What were the far-reaching results of this deci- 
sion ? 

8. What was John Brown's plan ? What were the results of his raid ? 

9. Subject for debate : Resolved that slavery was a social, industrial, 

moral, and political evil to the South. 
10. By all means read Harriet Beecher Stowe's " Uncle Tom's Cabin." 



CHAPTER XVIII 

SECESSION AND THE CIVIL WAR (1860-1865) 

REFERENCES: Scribner's Popular History of the United States, IV.; An- 
drews's United States, II. ; Burgess's Civil War and Reconstruction ; Woodrow 
Wilson's Division and Reunion ; Coffin's Building; the Nation ; Richardson's 
History of Our Country; Champlin's Young- Folks' History of the War for the 
Union ; Barnes's Popular History of the United States. 

OUTSIDE READINGS: Comte de Paris's Civil War; Draper's Civil War; 
Rhodes's United States, III. ; Ropes's Story of the Civil War; Greeley's Amer- 
ican Conflict; Alexander H. Stephens's War between the States; Jefferson 
Davis's Rise and Fall of the Confederate Government ; Qoldwin Smith's Unit- 
ed States ; Pollard's Lost Cause ; Swinton's Campaigns of the Army of the Po- 
tomac; Swinton's Decisive Battles of the War; Abbott's Battle-fields and Vic- 
tory ; Morris's Half Hours with American History, II. ; Webb's Peninsula ; 
Ropes's Army Under Pope; Palfrey's Antietam and Gettysburg; Doubleday's 
Chancellorsville and Gettysburg; Greene's Mississippi; Cox's Atlanta; Cox's 
March to the Sea; Pond's Shenandoah Valley ; Humphrey's Campaign of '64; 
and '65; Coffin's Drum-Beat of the Nation; Coffin's Freedom Triumphant; 
Coffin's Marching to Victory; Coffin's Redeeming the Republic; Soley's Sail- 
or Boys of '61 ; Soley's Blockade and Cruisers ; Parker's Recollections of a 
Naval Officer ; Hague's Blockaded Family ; Hague's Life in Alabama during^ the 
War; Maury's Recollections of a Virginian; Dodge's Bird's Eye View of the 
Civil War; Johnson's Short History of the War; Mahan's Gulf and Inland 
Waters; Nicolay and Hay's Lincoln; Morse's Lincoln; Grant's Personal 
Memoirs; Sherman's Memoirs; Sheridan's Memoirs; Home's Thomas; 
McClellan's Own Story; Cooke's Robert E. Lee; Cooke's " Stonewall" Jackson ; 
Hughes's Joseph E. Johnston ; Church's Ericsson ; Goss's Recollections of a 
Private; Alcott's Hospital Sketches ; Livermore's My Story of the War. 

FICTION: Page's In Ole Virginia; Page's Among the Camps; Page's 
Two Little Confederates; Henty's With Lee in Virginia; Trowbridge's Cud- 
joe's Cave; Trowbridge's Three Scouts ; Trowbridge's Drummer Boy ; But- 
terworth's In the Boyhood of Lincoln ; Goss's Tom Clifton ; Stoddard's 
Battle of New York. 

315 



3l6 HISTORY OF THE UNITED STATES 

POETRY: Holmes's View of the Loyal North; Holmes's Our Country; 
Whittier's Barbara Frietchie; Harte's John Burns of Gettysburg; Read's 
Sheridan's Ride; Work's Marching tiirough Georgia; Tenting on the Old Camp 
Ground; Stoddard's Burial of Lincoln ; Longfellow's Decoration Day 



THE WAR BEGINS 

307. Slavery Splits the Democratic Party (i860).-- 

By i860 the question of slavery caused a split in the Demo- 
cratic Party. The Northern Democrats believed in the 
principle oi popular sovereignty which allowed the people in 
the territories to decide for themselves whether or not they 
would have slaves. The Southern Democrats declared that 
the Constitution imposed upon Congress the dut}- oi proteet- 
zV/^ slavery in tlie territories, and supported their view by the 
Dred Scott decision. The Republican Party declared that 
Slavery inthe the Constitution imposed upon Congress the 
territories. duty o{ forbidding slavery in the territories and 

repudiated the Dred Scott Decision. This party did not 
at that time favor the abolition of slavery. The great polit- 
ical issue, therefore, in the campaign of i860 was the exten- 
sion of slavery into the territories. The Northern Dem- 
ocrats nominated for President Stephen A. Douglas ; the 
Southern Democrats, John C. Breckinridge ; and the Re- 
publicans, Abraham Lincoln. As the Democratic vote was 
divided the Republicans elected their candidate. 

308. Abraham Lincoln.^ — The new President was one of 

'Abraham Tincoln, sixteenth President of the United States (1861-1865), was 
born in Hardin County, Kentucky, February 12, 1809, and died at the hands of an 
assassin in 1865. His father, who could neither read nor write, removed to Indiana 
when his son was only seven years of age, and later to Illinois. After serving as 
captain in the war with the Black Hawk Indians Lincoln was elected as a member 
of the Illinois State Legislature. In 1837 he began to practise law and soon be- 
came distinguished for his ability as a lawyer. In 1847-1849 he served as Repre- 
sentative in Congress. He first attracted special attention, however, by his able 
speech in reply to Stephen A. Douglas on the repeal of the Missouri Compromise. 
This speech and his great reputation led to his nomination by the Republicans in 
1858 for the United States senatorship- Douglas was nominated by the Democrats. 
The contest was a memorable one. Although Douglas secured the election, 
Lincoln's brilliant debating with Douglas led to his nomination for the Presidency 
in i860. 



SECESSION AND THE CIVIL WAR 



317 



the most remarkable men that the country has produced. 
While Lincoln was still young, his parents, who were of 
ver}' humble origin, moved to Indiana. His home sur- 
roundings were such as a log hut in the backwoods could 
furnish, and his advantages were few. He had less than a 
year's training in the rude schools of the region ; yet de- 
spite his rough exterior he developed into a youth of manly 




Lincoln's early home. 

character. He became known as " Honest Abe." His 
clear head and good judgment caused him to be selected 
as judge to settle disputes among his friends and neigh- 
bors. He was six feet four inches in height and a giant 
in strength. 

His opportunities for reading were so limited that it was 
hard work for him to make much headway with even the 
few books he could get. But he was patient Patient and per- 
and persevering in the face of difficulties, and ^^^^'^'"«- 
gradually won a great reputation as a debater and public 



3l8 HISTORY OF THE UNITED STATES 

speaker. He had a keen sense of humor, was a good story- 
teller, and possessed a rare power in winning men over to 
his views. His magnetic influence, joined to his clear judg- 
ment and sincerity of purpose, thus made him a great leader 
in the affairs of the nation. 

309. The Southern Point of View. — Soon after Lincoln's 
election, South Carolina, the leader in the attempt to dis- 
solve the Union, passed the Ordinance of Secession (De- 
cember 20, i860). The Southern leaders did not closely 
discriminate between Abolitionists like William Lloyd Gar- 
rison and John Brown and Republicans like Seward and 
Lincoln. Therefore, when the Republican candidate was 
The state first elcctcd, thcsc Icadci's naturally thought that 
in the South. slavery would thrive better out of the Union 
than in it. Like Calhoun, Southern leaders in general were 
more attached to their States than to the Union. And since 
they believed that the separate States were possessed of 
sovereign power, they also believed that any State could 
withdraw or secede from the Union whenever it pleased. 

310. The Northern Point of View. — The North believed, 
as Webster had declared (1830), that the Constitution was 
not a compact between sovereign States but the fundamental 
law of the nation; that the Union was " now and forever, 
The Union first One and inseparable." With the South, the 
in the North. State was first and the Union second: with 
the North, the Union stood first and no State had a right 
to secede from the Union against the consent of the other 
States. According to the latter view, peaceable secession, 
as Webster said (1850), was impossible. When, therefore, 
South Carolina passed the Ordinance of Secession, she gave 
the signal for a terrible struggle in which the Ufe of the 
nation was threatened. 

311. Slavery the Real Cause of the War. — The follow- 
ing were the principal steps in the disagreement^ resulting 
in Civil War between the North and the South. By reason 
of an unfavorable soil and climate, slavery did not pay in 

' Of course the two sections had long disagreed on the tariff question also. But 
we have already seen how slavery led to this disagreement. 




ABRAHAM LIN'COLN. 



SECESSION AND THE CIVIL WAR 



319 



the North, while it seemed to pay in the South. As the 
moral sentiment against slavery increased in the North, 
the South saw that the interests of the slave- steps toward the 
holder demanded an extension of slavery into ^'^'' ^^'^■ 
new States. The North objected. This disagi-eement ar- 
ra3'ed the sections against each other. 

Finally the Southern slaveholders declared that, since 
the States were nations with sovereign power, they had a 
perfect right to secede 
from the Union and erect 
a Confederacy, with slav- 
ery as the corner-stone. 
When eleven of the fif- 
teen slave States tried to 
break up the Union by 
secession, the free States 
were determined to pre- 
serve the Union, and the 
result was the Civil War. 
Slavery, therefore, was 
the real cause of the war, 
although secession was 
the occasion of the out- 
break. 

312. Secession of the 
Remaining Cotton 
States and Organiza- 
tion of the Confederacy. 
— Within six weeks after 
the secession of South 
Carolina, the six other cotton States, Georgia, Florida, Ala- 
bama, Mississippi, Louisiana, and Texas, had likewise seced- 
ed. The cotton States naturally seceded first, because 
there slave labor w^as more profitable than in other parts 
of the South. On February 4, 1861, delegates from all 
these^ States except Texas met at Montgomery, iVlabama, 

' The South was disappointed because some of the slave States did not secede 
and because the Northern people were so united. The Secessionists did not expect 
the cause to meet with such firm opposition throughout the North. 




Jhi 1 Lkso.N i)A\ IS. 



320 



HISTORY OF THE UNITED STATES 



and proceeded to the organization of the "Confederate 
States of America."' Jefferson Davis,^ of Mississippi, was 
elected President, and Alexander H. Stephens,^ of Georgia, 
Vice-President. 

313. Advantages of the North. — In this great struggle 
the North and the South were more evenly matched than 

is sometimes supposed. 
The North had many 
advantages, (i) She had 
a population of twenty- 
three millions, while the 
seceding States had but 

' The Confederate capital was 
removed from Montgomery, Ala- 
bama, to Richmond, Virginia, on 
May 20, 186 r. 

^ Jefferson Davis was born in 
Kentucky in 1808 and died in 
1S89. After graduating from 
West Point (1828) he served in 
the army for some years and then 
became a cotton-planter in Missis- 
sippi, lie took his seat in Con- 
gress in 1845, but again entered 
the army on the outbreak of the 
Mexican War. He distinguished 
himself for bravery in this war, 
receiving a severe wound at the 
battle of Buena Vista. He repre- 
sented his State, Mississippi, in tlie United States Senate in 1847-51, and was Sec- 
retary of War under President Pierce. He again entered the Senate in 1857 and 
there remained until the beginning of the Civil War, when he resigned. He was 
elected President of the Southern Confederacy and remained in that office until the 
end of the war. 

^Alexander IT. Stephens was born near Crawfordsville, Georgia, in 1812, and 
died in 1883. After graduating from the State University at the head of his class, 
he studied law and soon began his long political career by securing an election to 
the State Legislature. As a representative in Congress for sixteen years, 1843-59, 
he proved himself to be a statesman of conspicuous ability. In i860 he vigorously 
opposed secession, but when Georgia seceded " he went with his State." He was 
elected Vice-President of the Southern Confederacy and continued in that position 
throughout the Civil War. The year before his death he was elected governor of 
Georgia. He was a man of very slight, frail body, and toward the end of his life 
had to be wheeled about in a chair. 




Al.KXA.NDER 11. STKl'lI KN ^ 




MAP or THE 

UNITED STATES 

SHOWING 
FIRST AND SECOND SECESSION AREASv 
niid (lie Four Slave States that did not scvede. ^ 

C3 Union Free States. dJUniou Slave holding sVlei 
I — I States seceded before April 15, 1801. 
I I States seceded after April 15, 1801. 
r — 1 Territories controlled by the Federal Go' 
Mountain ,^rea of the South outlined tlius 
50 100 200 300 40 

' ' Scale of Miles. ' 



SECESSION AND THE CIVIL WAR 32 1 

nine millions, three and a half millions of whom were slaves. 
(2) She had many factories, by means of which the necessary 
military supplies could be furnished to her armies. The 
South had to get her supplies from abroad.^ (3) The 
North had a navy that gave her command of the sea, while 
the South, having put nearly all her energies into the cul- 
tivation of rice, cotton, sugar, and tobacco, had few sailors 
and no navy. Her extensive sea-coast and large rivers were 
therefore open to attack from Northern vessels. (4) The 
North had also a greater number of able business men, and 
far more wealth than the South. The industrial system 
of the North had developed men of the highest business 
ability. 

314. Advantages of the South. — The South had the fol- 
lowing advantages: (i) Fighting on the defensive, on her 
own soil, she needed fewer soldiers. Generally she could 
select her own positions behind breastworks, and could 
fight near her base of supplies. On the other hand, many 
Northern troops were required to garrison strategic points 
that had been captured in the South. Before the war had 
closed a large proportion of the Union soldiers were guard- 
ing conquered territory. (2) At the beginning of the war 
the South had most of the experienced generals. (3) More- 
over, the Southern people, almost exclusively devoted to 
the out-door life of agricultural pursuits, were well pre- 
pared to endure the severe physical strain demanded of a 
soldier in time of war. (4) The Southern troops, accus- 
tomed to the w'oods of the South, had a sfreat advantasre 
also in that considerable part of the fighting which took place 
in the woods and wild regions. 

315. The South Seizes National Property ; the Star of 
the West. — Throughout the area of secession the South at 
once began to seize custom-houses, forts, arsenals, and all 
other property belonging to the United States. Some of 
President Buchanan's Cabinet were Southern men in full 

' Not until the war was half over did the Confederates succeed in building and 
equipping the factories necessary for supplying their troops with guns and ammuni- 
tion. 

21 



322 HISTORY OF THE UNITED STATES 

sympathy with the secession movement, and they took ac- 
tive measures to aid the South by sending arms and military 
supplies to Southern forts. 

Buchanan did not believe in the right of secession, 
but neither did he believe that the National government 
Buchanan's inde= had a right to use cocrcion. As he was in 
cision brings svmpathv with the Southerners on the slav- 

disaster upon j r j 

the Union. cry qucstiou, he was unwilhng to oppose them 

by preventing secession. The seceding States were there- 
fore allowed to do much in preparation for war before Lin- 
coln came into office. If the iron-willed Andrew Jackson 
had been President, in place of Buchanan, secession would 
probably have been put down before gaining much head- 
way. Buchanan, with unfortunate indecision, let things 
drift, and by this let-alone policy brought disaster upon 
the Union. 

Before Lincoln's inauguration the South was ready for 
a terrible struggle. Early in January (1861) President Bu- 
chanan sent the merchant steamer Star of the West with men 
and supplies for Major Anderson of the United States army, 
who had command at Fort Sumter, in Charleston Harbor, 
but the South Carolina army in Charleston fired upon the 
steamer and prevented her reaching the fort. 

316. Lincoln's Inaugural Address. — The time for de- 
cisive action had at last come. In the midst of intense ex- 
citement all over the Union, Lincoln started from his home 
in Illinois for Washington, Before reaching Baltimore he 
was informed that a plan had been laid to assassinate him 
as he passed through that cit3^ He therefore changed his 
plans and went to Washington at night on a special train. 
In his inaugural address (March 4, 1861) he said he had no 
intention of interfering with slavery, because he thought 
the Constitution had given him no such authority. But he 
declared that he would do everything in his power to pre- 
serve, protect, and defend the Union. President Lincoln's 
address was free from bitterness, but left no doubt of the 
firmness of his purpose to uphold the Constitution. 

317. The Confederates Capture Fort Sumter. — Neither 



SECESSION AND THE CIVIL WAR 



323 



the North nor the South wished to strike the first blow, but 
the South was eager to get possession of Fort Sumter. 
Major Anderson was in command here with a small force of 
about eighty fighting men. The Confederates had an op- 
posing army of between 5,000 and 6,000 men. Moreover, 
Major Anderson had only a small supply of provisions on 
hand. About one month after the inaugurati(jn of Lincoln 
the latter decided to send supplies to the garrison. 




IMEKIOK OF I'OKT SLMTER AFTER THE KOMKARDMKNT. 



Two days after this decision reached South Carolina, 
General Beauregard, who commanded the Confederate 
troops in Charleston, demanded the surrender of the fort. 
When Major Anderson refused, Beauregard opened fire at 
4.30 on the morning of April 12, 1861. For thirt3^-four hours 
the brave garrison, with little to eat, held out -p^^ ^^^^^ ^^^^^^ 
against the overwhelming forces of the enemv. garrison makes a 
On the morning of the second day the Con- «t»bborn defence, 
federates, firing hot shot, set on fire the barracks and other 
wood-work in the fort. The flames were dangerously near 
the powder magazine, and the smoke almost suffocated the 
soldiers. Falling flat upon the ground, the}' covered their 



324 HISTORY OF THE UNITED STATES 

faces with wet cloths for protection, but would not give 
up. At last, seeing that there was no hope of supplies 
reaching the garrison, Major Anderson was compelled to 
surrender. On Sunday afternoon, the 14th, the Union sol- 
diers saluted the Stars and Stripes with fifty guns, and 
with drums beating " Yankee Doodle," marched out of the 
fort to embark for New York. In this bombardment no 
one was killed on either side. 

The North was ablaze with indignation at the attack on 
Fort Sumter. Lincoln issued a proclamation calling for 
Results of the 75,ooo voluntcers (April 15), and declared 
attack on Fort Southern ports to be in a state of blockade 
Sumter. (April 19). Troops flocked to Washington. 

The North thrilled with martial enthusiasm. The South 
was surprised. The secessionists had looked for compro- 
mise, but war had begun. In the North and in the South 
alike armies were promptly organized. 

318. Secession of Four More States. — When Virginia, 
North Carolina, Tennessee, and Arkansas were called upon 
to furnish their quotas of troops to the National army, they 
refused. Although these States had not wished to secede, 
the}^ believed in the right of secession, and therefore when it 
became certain that the government meant to coerce their 
sister States to remain in the Union, they voted to secede. 
The secession area was thus extended over eleven States.^ 

319. Battle of Bull Run.— When, early in July, the 
Northern army had driven the Confederate forces out of 
West Virginia, the people in the North became impatient 
for an advance upon Richmond. General McDowell was 

' The remaining slave States, Delaware, Maryland, Kentucky, and Missouri did 
not secede. The mountainous parts of western Virginia, not being adapted to the 
cultivation of rice, cotton, sugar, or tobacco, had no large plantations, and there was 
not a large ownership of slaves in that part of the State. The people, therefore, did 
not sympathize with secession, and early in 1861 withdrew from Virginia, and organ- 
ized a separate State government under the name of West Virginia. In June, 1863, 
West Virginia was admitted to the Union. The attitude of this State toward the war 
is an interesting illustration of the intimate connection between soil and climate 
and slavery, and between slavery and secession. In the mountainous regions still 
farther south many of the people were loyal to the Union. It is estimated that 
100,000 of these mountain whites fought in the Northern armies. 



SECESSION AND THE CIVIL WAR 



325 



in command, in Washington, of a Union army of about 
30,000 men. General Patterson (with about 18,000) was in 
the Shenandoah watching General Joseph E. The opposing 
Johnston 1 (with 9,000), and the Confederate *«"■<=«»• 
army, commanded by General Beauregard, with 22,000, 
was posted at Manassas 
Junction, about thirty- 
five miles from Wash- 
inc^ton, on a little stream 
called Bull Run. This 
position was selected by 
the Confederates be- 
cause it could be easily 
reached by rail with 
men and supplies, and 
because an advance up- 
on Washington from this 
point would be easy. 

Here, on July 21, 
McDowell made an at- 
tack upon the Confed- 
erates, in which he 
seemed at first to be 
wanning a victory by 
forcing back a part of 

the Confederates a distance of a mile and a half. At the 
critical moment, however, the Confederates were reinforced 
by Johnston's troops from the Shenandoah, The Northern 
where General Patterson had allowed John- su«;ess^fui!'^rl= 
ston to outgeneral him and slip away to the treats in a panic, 
support of Beauregard. The Federal army fled in a panic 

'^ Joseph E. Johnston was born in Longwood, Virginia, in 1807, and died in 1891. 
He was graduated from West Point in the same class with Robert E. Lee, who 
was ever after his warm, personal friend. Like Lee, he did not favor secession, 
but " went with his State " when it seceded. Next to Lee he was probably the 
ablest Confederate general. After his success at the battle of Bull Run he fell into 
a serious disagreement with Jefferson Davis, the effect of which was to injure the 
Southern cause. Johnston's defensive campaign in Georgia in 1864, when Sher- 
man was advancing upon Atlanta, showed military ability of a high order. 




P. G. T. I!E.\UKEG.\RD. 



326 



HISTORY OF THE UNITED STATES 



toward Washington, but the Southern army, by reason of 
its crippled condition, made no attempt at pursuit. 

320. Results of the Battle of Bull Run. — This battle 
probably benefited the North more than it did the South. 
The Confederates seemed to think the war was over and 
began to seek their homes. But the defeat caused the 
North to appreciate the need of putting forth all her ener- 
gies in preparation for 
the great struggle which, 
it was now evident, could 
not be avoided. General 
McClellan, who had been 
very successful in driv- 
ing the Confederates out 
of West Virginia, was 
called from his victories 
there to organize and 
drill the army. During 
the autumn and winter 
the warring forces were 
busy fortifying their re- 
spective capitals, Wash- 
ington and Richmond, 
and gathering all possi- 
ble strength for the cam- 
paigns of 1862. 

321. The Trent Affair. — To secure aid for the South- 
ern cause Mason and Slidell had been selected by the Con- 
federate government as commissioners to England and 
France. In November, 1861, they escaped the blockade at 
Charleston and took passage at Havana on the British mail 
steamer Trent. Captain Wilkes, of the United States war- 
vessel San Jacinto, stopped the Trent not far from the 
Bahama Islands, took off Mason and Slidell, and confined 
them in Fort Warren, in Boston Harbor. 

322. England Resents the Capture of Mason and 
Slidell. — For this act Captain Wilkes was greatly applauded 
by Northern people, but England was highl}^ indignant and 




GEORGE B. MCCLELLAN. 



SECESSION AND THE CIVIL WAR 327 

at once began to make preparations for war. She sent 
troops and war-vessels to Canada and was unnecessarily 
harsh in her demands that the prisoners be given up. 

President Lincohi, knowing that the War of 1812 was 
brought about mainly because England claimed the right 
to stop and search neutral American vessels at sea, wisely 
refused to approve the course taken by Captain Wilkes. 
Accordingly he at once gave up the prisoners president Lincoln 
to England, with the statement that Captain gives up Mason 
Wilkes had acted without any authority from ^"^ ^"'*^"- 
the United States Government. But the North could not 
help thinking that England was not only insolent in her de- 
mands, but over-hasty in her preparations to make war upon 
us. Ill-feeling between the two countries was thus aroused 
and was a source of more or less irritation throughout the 
war. 

TO THE PUPIL 

1. You are now ready to study the Civil War. Only a few of the great 

battles are described in this history, but these w^ill enable you to 
understand the character of the terrible conflict. You do not need 
to know^ the details of military movements, but you do need to know^ 
what kind of men your country sent to the camp and battle-field. 
Were they brave men ? Were they manly, vigorous, and true ? 
Find out as you study the war. 

2. How did slavery split the Democratic Party 1 What did the Repub- 

licans think of slavery ? Learn all you can about the life and char- 
acter of Abraham Lincoln. 

3. What was the Southern point of view of the Constitution ? The 

Northern point of view ? Recall the liberal construction and the 
strict construction theories of the Constitution in the time of Ham- 
ilton and Jefferson. Explain how slavery was tne real cause of the 
war. 

4. Why were the cotton States the first to secede ? Name the advan- 

tages of the North and of the South in the war. 

5. What was President Buchanan's attitude toward the secession move- 

ment ? Contrast this attitude with that of Andrew Jackson toward 
nullification. What was the result of Buchanan's attitude ? 

6. Why did the Confederates attack Fort Sumter ? Imagine yourself 

to have been in the fort with the brave little garrison ar.d describe 
your experience there. What were the results oi the attack on 
Fort Sumter? 



328 HISTORY OF THE UNITED STATES 

7. Why did Virginia, North Carolina, Tennessee, and Arkansas secede? 

Account for the refusal of the people in the western part of Virginia 
to join their State in the secession movement. 

8. Locate on your map the position of the opposing forces just before the 

Battle of Bull Run. What were the results of this battle ? 

9. What was the 'Trent affair".' Do you think President Lincoln 

acted wisely in giving up Mason and Slidell? Give reasons for 
your answer. 
10. By reading the opening chapter of Ropes's " Story of the Civil War " 
you will get a clear idea of the difference between the Northern and 
the Southern point of view of the Union. 



THE NATION IN PERIL 

323. Union Plan of the War. — Not until the opening 
of 1862 was a plan of operations matured by the North. 
This plan, at the outset, was threefold : (i) To blockade 
Southern ports ; (2) to open the Mississippi; (3) to capture 
Richmond. The successful carrying out of this plan led 
also to Sherman's campaign in Georgia in 1864. 

324. England and King Cotton. — At the outbreak of 
the war people at the North supposed they had only the 
South to deal with. They soon found, however, that they 
had to contend with an insidious influence from abroad. 
When Jefferson Davis said, " Cotton is king," ^ he doubtless 
thought that England's money and friendship could be se- 
cured by her need of cotton. In i860 the cotton exports, 
most of which went to English factories, amounted to more 
than $202,000,000. Many English manufacturers and mer- 
chants and 4,000,000 English working people were depend- 
ent upon Southern cotton for their means of support. The 
Southern leaders naturally thought that these English 
manufacturers and working people would never submit to 
any action on the part of the North which would cripple 
their industries. It was therefore expected by the Con- 
federates that the need of cotton in England would win for 
them the sympathy of the English people. 

' At the beginning of the war the cotton States in the South furnished nearly two- 
thirds of all the cotton used in the world. 



SECESSION AND THE CIVIL WAR 329 

325. The Blockade. — But from the beginning of the 
struggle the North was determined to blockade the South 
so effectually that the latter could neither send cotton to 
England nor receive in return the much-needed supplies 
for her soldiers and homes. In the end, as the world 
knows, the South was forced to give up the struggle be- 
cause of a lack of the very supplies which cotton alone 
could procure ; in other words, the Confederacy was 
starved into submission by the blockade. Although, as 
stated above, the cotton exports in i860 had amounted to 
$202,000,000, in 1 861 the exports fell in value to $42,000,000, 
and in 1862 to $4,000,000, In the remaining years of the 
war the blockade was so effectual that the value of the cot- 
ton exports was not worth consideration. 

326. The "Merrimac" and the "Monitor." — It was to 
break the blockade that the Merriinac was set afloat. When 
the Norfolk navy-yard was abandoned by the United States 
Government at the outbreak of the war, among the ships 
burned and sunk was the frigate Mcrriniac. The confederates 
This had been one of the largest and finest Jth' -"Arru '^'' 
ships in the navy. The Confederates raised mac." 

her and converted her into an iron-clad. Up to this time 
very few iron-clad frigates had been built and none had 
been tested in war. The Confederate naval oflicers 
thought, however, that one iron-clad would be much more 
effective in reducing the Union navy and raising the 
blockade tlian a whole fleet of wooden craft to match those 
generally in use. The history of the naval duel between 
the Mcrriniac and the Moiii/or shows how wisely the Con- 
federates planned. The hull of the Merriinac w^as razed to 
the water's level. The vessel was rebuilt with sloping 
sides, plated with iron four inches thick, and was furnished 
with a cast-iron beak and a formidable battery. The Mcrri- 
}nac had been many months in construction, and when, 
about noon of March 8, 1862, she steamed into Hampton 
Roads, where the United States had a fleet of five powerful 
war-vessels, she was not wholly unexpected. 

In advancing to meet her three of the blockading squad- 



330 



HISTORY OF THE UNITED STATES 



ron ran aground on account of low water. But the Con- 
gress and the Cjinibcrland, supported bj the batteries on the 
shore, made ready for the attack. They poured broad- 
The "Merrimac" Side after broadsidc into the J/rr;7;/Mr as she 
t^^l^Tl-^'"^ approached. The balls rebounded from her 

the blockading . 

squadron. irou sidcs with uo cffcct. The Mcrriviac 

steered straight for the Cumberland^ discharging a broad- 
side into the Congress in passing. Continuing her fire 

she rammed her iron beak in- 
to the Cumberland's side, mak- 
ing a great hole, into which 
the water rushed. The crew 
of the Cumberland continued 
firing until they reached the 
water's edge, and when they 
went down their colors were 
still flying. The Jlferrt'mac then 
turned to the Congress, poured 
hot shot into her, set her afire, 
and forced herto surrender. At 
nightfall the J/rrr/;//^r steamed 
back to her landing, expecting 
to complete her work of de- 
struction the following day. 
Great was the joy in the South that night, and great 
was the consternation in the North. Statesmen were grave, 
Consternation the pcoplc terrified. The blockade was broken 
In the North. at Norfolk. Soon it might be broken at other 

ports and Northern commerce be ruined by the ravages of 
this invulnerable sea-monster. 

But in history, as in fiction, it is the unexpected that of- 
ten happens. That night a strange-looking craft came into 
the harbor. It was Ericsson's Monitor, which had been 
completed in New York two days before. The 
Monitor was an experiment, and her construc- 
tion had been pushed with desperate energy, 
that she might be ready as soon as the Merrimac. She 
was built with an iron-plated deck almost level with the 




JOHN ERICSSON. 



The ' ' Monitor 
arrives just in 
time. 



SECESSION AND THE CIVIL WAR 331 

water, and had a revolving iron turret with two powerful 
guns. The purpose of this peculiar construction was to 
present as little resisting surface as possible to the enemy's 
guns. The Confederates well described her appearance 
when they said she looked like a Yankee cheese-box on a 
raft. She had arrived just in time. 

The following morning the Mcrriniac steamed out of 
Norfolk confident of a victory over the other three frigates. 
She steered for the Minnesota, by the side of which the 
Monitor was lying, and soon found that she had a new ad- 
versary to deal with. The Monitor steered straight for the 
Mcrriniac, and one of the strangest naval battles ever fought 
began. The duel continued over three hours, jhe sturdy lutie 
At points the Mcrriniac'' s armor was crushed "Monitor" 
but not pierced. Captain Worden of the ««ves the union. 
Monitor received a wound which delayed the action for a 
little, and the Mcrriniac withdrew. Neither side cared to 
continue the struggle. The Mcrriniac had met her match 
and made no further attempt to break the blockade. The 
sturdy little Monitor had saved the Union. 

This fight revolutionized naval warfare, for it showed 
that the d^ys of wooden war-vessels were at an end. 
Against such iron-clads as the Monitor and the Mcrriniac, 
wooden vessels of the finest type were useless.^ 

327. The Importance of the Mississippi. — In order to 
cut off the South from communication with the rest of the 
world it was necessary not only to maintain why the North 
the blockade, but to gain possession of the desired to get 

' . & r control of the 

Mississippi River. For by way of Mexico Mississippi. 
trade was kept up with European countries to some extent. 
Other advantages would be secured to the North by getting 
control of this river: (i) Such control would cut the Con- 
federacy in two, making Texas, Arkansas, and Louisiana of 

' Neither of these famous iron-clads ever again took part in a battle. When, two 
months later, McClellan forced the Confederates to evacuate Norfolk, they destroyed 
the Merrimac, which drew so much water that she could not steam up the James 
River to Richmond. In December of the same year the J/('«//o/- went down, with 
most of her crew, in a storm ofT Cape Ilatteras, North Carolina. 



332 



HISTORY OF THE UNITED STATES 



little use to the Southern cause; (2) it would prevent the 
South from getting supplies of any sort from the region 
west of the Mississippi ; (3) it would enable the North to 







> 



^^ ^s2i. 









grant's " UNCONDITIONAI, SURRENDF.R " LETTER. 
By perjuission of General James Grant Wilson. 

use her navy to great advantage in concentrating troops in 
the rear of the Confederacy, and in getting supplies to her 
armies in that region ; (4) it would open the Mississippi to 
the trade of the West and the Northwest. 

328. Capture of Forts Henry and Donelson. — It was 



SECESSION AND THE CIVIL WAR 333 

one thing to cut off the South from the rest of the world ; it 
was quite another to get possession of her vast territory. 
But this last was necessary also. Early in the war the Con- 
federates had been driven from West Virginia and from 
Missouri. In the winter and spring of 1862 the Federal gen- 
erals began a series of movements whose twofold purpose 
was to open the Mississippi to the North and gain posses- 
sion of Tennessee. 

To defend Tennessee the Confederates had built Fort 
Henry on the Tennessee and Fort Donelson on the Cum- 
berland. Their line of defence, as will be seen The confederate 
by consulting the map, extended from Colum- Hne of defence, 
bus through Forts Henry and Donelson, Bowling Green, 
and Mill Springs, to Cumberland Gap. To break this line 
of defence, it was necessary for the North to capture Forts 
Henry and Donelson. By capturing the two forts, the two 
important rivers would be under the control of Northern 
vessels, and Nashville would have to be abandoned by the 
Confederates. Columbus, when cut off from support, would 
also have to be given up without a struggle. 

With all these things in view, General Grant, with the 
aid of Commodore Foote, moved upon the two forts. Com- 
modore Foote soon captured Fort Henry (February 6) ; and 
General Grant,^ after a hard fight, received the surrender of 
Fort Donelson with nearly 15,000 prisoners (February 16). 
By this important victory the first Southern line of defence 
in the West was thus broken, and Columbus and Nashville 
fell into the hands of the Federals. 

329. The Battle of Pittsburg Landing (or Shiloh).— 
The Confederates now fell back upon another line of de- 
fence, extending from Memphis, through Cor- General Grant at 
inth, an important railroad centre, to Chatta- Pi"sburg Landing 

' ^ ' waits for General 

nooga. Under General Albert Sidney John- Bueii. 

ston, the- Confederate army, 40,000 strong, took position 

at Corinth. General Grant, with 33,000 men, advanced 

' When General Buckner sent to Grant for terms of surrender the following an- 
swer was sent : "No terms except unconditional and immediate surrender can be 
accepted. I propose to move immediately upon your works." 




1 ^ ts 


a 


s 
2 


H 


< 


^ 


; -• «9 


'■ 


t; 


H 


■^ 


;;; 


J !Z ac 












; scH 




r^ 


- 


sa 


c^ 






























c 








a, 




"f 




^ 




S 




ti 









SECESSION AND THE CIVIL WAR 335 

as far as Pittsburg- Landing on the Tennessee River, about 
eighteen miles from Corinth. Here he waited for Buell, 
who was hastening- fr6m Nashville to join him with an 
army of 27,000 men. On Buell's arrival the Federal army 
was to attack Johnston's forces at Corinth. 




BREAKING THE CHAIN ACROSS THE MISSISSIPPI. 

Before Bucll could reach Pittsburg Landing, however, 
Johnston attacked Grant early on Sunday morning, April 6. 
It was a terrible day. By nightfall the Con- Grant wins a 

federates had driven Grant's troops back a victory. 

mile and a half toward the river. But before morninsr 



336 HISTORY OF THE UNITED STATES 

Buell's fresh troops came up and assisted Grant in driving- 
the Confederates from the field. In this battle about 20,000 
men were killed or wounded. Among the killed was Gen- 
eral Albert Sidney Johnston, whose death was a serious 
loss to the South. 

330. Capture of New Orleans. — New Orleans was im- 
portant to the South because it controlled the lower Missis- 
sippi. Thirty miles from the mouth of the river were two 
forts nearly opposite each other. Between them were 
Confederate strctchcd across the river immense chains, 
defences. fastened to the hulks of old vessels. A little 
farther up the river was a strong fleet, which included a 
formidable iron-clad ram like the Merriuiac, and a floating 
battery covered with railroad iron. There were also fire- 
rafts ready to be turned loose upon the Federal vessels. 

Commodore Farragut was in command of a fleet of nearly 
fifty wooden vessels that was to attack these forts, and ad- 
Farragutruns vancc up the rivcr to New Orleans. There 
by the forts. General Butler, with an army of 15,000 men, 

was to aid in getting possession of the city. After bom- 
barding the forts for six days without making much impres- 
sion, Farragut determined to run by them at night. It was 
a desperate undertaking, but it succeeded, and easily 
brought New Orleans into the possession of the Union 
forces (April 25). With the aid of the river gunboats the 
Federals had, before the close of 1862, opened the river as 
far down as Vicksburg. This city and Port Hudson alone 
remained in possession of the Confederacy. 

331. The Peninsular Campaign (1862).— These brilliant 
victories were in marked contrast with the ill-success of 
Mccieiian creates the army uudcr General McClellan. He, as 
a splendid army, ^yg havc already seen, was placed in com- 
mand of the Army of the Potomac, which was intended for 
the defence of Washington and the capture of Richmond. 
Before the opening of the spring campaign in 1862, he had, 
by thorough organization and drill, created a splendid 
army. 

His original plan was to approach Richmond by the 




yinchcster:^ 

V I rg;i N I A/ j 

Cedu/crecTi o ^'' 

i, /^" h,X BuU Jtiin 




pettx/sburg 




r. / 



1 



338 HISTORY OF THE UNITED STATES 

James River. Lincoln opposed this because he thought 
that Washington would thus be exposed to attack. He 
therefore urged the wisdom of approaching Richmond over- 
land from the north, in order to keep the Federal arm}' 
Mccieiian objects between the Confederates and Washington. 
to Lincoln's plan. McClcllan objected because there were so 
many rivers to be crossed, every one of which could, for 
defensive purposes, be made a Confederate stronghold. 
The swampy forests of this region were also in the same 
way of great value to the South. It is no exaggeration to 
say that these natural advantages were worth many thou- 
sand troops to the Confederate army, and it is unfair to Mc- 
Clellan and Grant not to take them into account. McClel- 
lan adopted neither Lincoln's plan nor his own, but com- 
promised by approaching Richmond by way of the penin- 
sula between the James and the York Rivers, making his 
base of supplies on the latter. 

McDowell was stationed near Fredericksburg, between 
the main Confederate army and Washington, In this posi- 
HcDoweii ^^^" ^^^ could protcct Washington or unite 

stationed at with McClcllau, as occasiou required. To 

Fredericiisburg. prevent an attack upon the capital by way of 
the Shenandoah, well known during the war as the "back- 
door to Washington," Union forces were stationed there 
under Banks and Fremont. 

332. McClellan Advances up the Peninsula. — Starting 
at Fortress Monroe on April 4, 1862, McClellan, with 120,- 
000 troops, advanced along the York River to Yorktown. 
Here, instead of storming the town he laid siege to it. 
M n u * o When he was ready for an assault, the Confed- 

JVlcClellan stops J _ ' 

foramontiiat cratcs, after holding him in check for a month, 
Yorictown. withdrew, having gained time to strengthen 

their defences about Richmond. McClellan hurried after 
them, and fought an indecisive battle at Williamsburg, 
from which the Confedei-ates retired toward their capital. 
McClellan then advanced slowly, and by the end of May 
found himself within ten miles of Richmond. By that time 
the Confederates defending Richmond numbered 70,000. 



SECESSION AND THE CIVIL WAR 



339 



Dividing his army, jNIcClellan encamped upon both sides 
of the Chickahominy. He made this arrangement so as to 
establish easy connection between his north wing and Mc- 
Dowell, who (with 45,000 men) was near Fredericksburg with 
orders to be in readiness to unite with McClellan. Heavy 




EXPLODED GUN IN CONFEDERATE BATTERY AT YORKTOWN. 

rains caused the Chickahominy to swell, thus separating 
the two wings. General Johnston took advantage of the 
situation to attack the division south of the Battle of 

river at Fair Oaks (Seven Pines), and threat- FairOaks. 

ened to overwhelm it, but McClellan got reinforcements 
across and stayed the retreat. 

333. "Stonewall" Jackson in the Shenandoah Valley ; 
McClellan Changes his Base of Supplies. — In order to 
prevent McDowell from joining McClellan, General Rob- 



340 HISTORY OF THE UNITED STATES 

ert E. Lee, who was now in command of the Confederates,^ 
sent " Stonewall " Jackson down the Shenandoah Valley to 
threaten Washington. Jackson defeated Banks and Fre- 
mont, and so thoroughly alarmed Lincoln that the latter or- 
dered McDowell to return to the defence of Washington. 
After playing havoc with the Union forces in the Shenan- 
doah, Jackson hastily joined Lee. 

Now that McDowell was prevented from joining the at- 
tack upon Richmond, McClellan changed his base of sup- 
plies to the James River. During the week that he was 
The "Seven Days transferring the army to the new base of sup- 
Batties." plies wcrc fought the terrible " Seven Days' 

Battles," in which McClellan lost 15,000 men. At Malvern 
Hill, the field of the last of these engagements, Lee repeat- 
edly charged, but was driven back with fearful slaughter. 
The men of the Army of the Potomac fought here with 
magnificent heroism. Had McClellan taken immediate ad- 
vantage of this victor}^ he might, by a vigorous attack, 
have captured Richmond. As a whole, the Peninsular 
Campaign failed and caused bitter disappointment in the 
North. 

334. Lee's First Invasion of the North (1862).— Mc- 
Clellan made no further attempt upon Richmond. In the 
meantime Halleck had been put in chief command of the 

' Lee had succeeded General Joseph E. Johnston, who was wounded in the bat- 
tle of Fair Oaks (May 31). 

Robert E. Lee, son of Henry Lee, or " Light- Horse Harry," of Revolutionary 
fame, was born in Westmoreland County, Virginia, in 1807 and died in 1870. He 
was graduated from West Point in 1829, ranking second in a class of forty-six. He 
distinguished himself for bravery in the Mexican War and rose to the rank of colonel. 
After Virginia seceded in 1861 Lee decided "to go with his State." He therefore 
resigned his commission in the army of the United States, and a little later took 
command of the Virginia State troops. When, at the battle of Seven Fines, or Fair 
Oaks (1862), General Joseph E. Johnston received a serious wound that temporarily 
unfitted him for active service, Lee was put at the head of the Confederate army. 
From that time to the end of the war he was the leading Confederate general, and 
handled his troops with consummate ability. Military critics rank him and Grant 
as two of the foremost commanders of this century. Lee won the confidence of the 
Southern people, who regarded him with unbounded admiration and love. At the 
close of the war he became president of what is now Washington and Lee Univer- 
sity, where he spent the remaining years of his life. 



SECESSION AND THE CIVIL WAR 



341 



Union armies. Pope was appointed to take command of 
the forces in northern Virginia and McClellan was ordered 
to join him. Before McClellan could reach Pope, however, 




WET WEATHER 0\ THE 
CHICKAHOMINY. 






Lee pushed North. 
He united his 
forces with "Stone- 
wall " Jackson's, 
which he had sent 
to surprise Pope's rear. After defeating Pope second Battle of 
in the second battle of Bull Run he marched ^"" '^""• 
across the Potomac into Maryland, where he thought he 
would receive large recruits. In this he was Maryland people 
disappointed. The great majority of the loyai to the union. 
Maryland people were loyal to the Union, and plainly 
showed this in their attitude toward the invasion. When 
Lee's men marched into the State singing " My Maryland" 
there was not a word of welcome from the people. On reach- 



342 



HISTORY OF THE UNITED STATES 



ing Frederick, Lee was surprised to find not only places of 
business shut, but even the doors closed and the blinds 
drawn. The North, however, fearing an attack upon Balti- 
more, Washington, or Philadelphia, was greatly alarmed. 

335. Battle of Antietam (September 17, 1862).— After 
Pope's defeat in the second battle of Bull Run, McClellan, 
who had again been called to the head of the Army of the 

Potomac, started in pursuit of 
Lee. On September 17, with 

Lee retreats an army of /O.OOO, 

into Virginia. hg attacked Lee, 
who, with about 40,000, had 
taken his position at Sharps- 
burg, behind Antietam Creek. 
This battle was one of the 
bloodiest of the war. Although 
Lee successfully defended him- 
self against the attack of the 
Union army, he had to retreat 
into Virginia without having 
^^^^^ gained anything by his first in- 
RoiJEKT E. LEE. vasfou of the North. 

Some people thought Mc- 
Clellan ought to have routed or captured Lee's army. As 
he did not follow the Confederates he was severely criti- 
Burnside, who su= cizcd for being slow and overcautious, and 
iTn js defeate/at ^^^^ Superseded by Burnside. Burnside was 
Frederici^sburg as rash as McClcllan was cautious, and later 
in the autumn met a crushing defeat when he attacked Lee, 
who was intrenched in a strong position at Fredericksburg. 
The year's operations had been successful for the Union 
cause in the West, but unsuccessful in the East.^ 




' One of the bloodiest battles of the war was fought at the end of this 
year at Murfreesboro, Tennessee. Beginning December 31 (1862), it lasted three 
days, and resulted in the retreat of the Confederates after the most stubborn 
fighting. 



SECESSION AND THE CIVIL WAR 343 



TO THE PUPIL 

1. What was the Union plan of the war ? In what way did Jefferson 

Davis think that the cotton trade would secure the friendship of 
England for the Southern cause ? Why was it extremely important 
for the North to blockade the South ? 

2. What did the " Merrimac " accomplish on the first day she attacked 

the blockading squadron ? What were the results of the fight be- 
tween the " Merrimac " and the " Monitor " ? 

3. Name four or five advantages to the North in securing control of the 

Mississippi. What purpose had the Confederates in building Forts 
Henry and Donelson ? What effect did the capture of these forts by 
the Federals have upon the Confederate line of defence ? 

4. What was the second Confederate line of defence ? What were the 

causes and results of the Battle of Shiloh ? Why was New Orleans 
of importance to the South ? 

5. Are you making constant use of your map ? 

6. What was McClellan's plan of approaching Richmond ? What was 

Lincoln's ? Which do you think was the better plan ? Give reasons 
for your answer. For defensive purposes, what natural advantages 
had the Confederates in Virginia .' Why was General McDowell 
left at Fredericksburg ? 

7. Point out on the map Yorktown and Williamsburg, and show their 

connection with McClellan's advance upon Richmond. What was 
the purpose of " Stonewall " Jackson's movements in the Shenandoah.' 
What was the result ? 

8. After reading as much as you can on the Peninsular Campaign give 

reasons for McClellan's failure to capture Richmond. 

9. Why did Lee decide to invade the North ? How was he disap- 

pointed ? What were the results of the Battle of Antietam ? 



THE TIDE Turns 

336. Lee's Second Invasion of the North ; Battle of 
Gettysburg (1863).— After Burnsidc's repulse at Fredericks- 
burs^ in December, 1862, he retired to winter „ , , ^ , ^ 

^ T-i r Hooker s defeat 

quarters. Before the campaign of 1863 opened at chancellors- 
Hooker was put in command. In April he ^'"^" 
advanced to Chancellorsville with 1 13,000 men and attacked 
Lee who had 62,000.' Lee again badly defeated the Army 

' In this battle the Confederates met with a grievous loss in the death of " Stone- 
wall " Jackson. Through a mistake he was fired upon by some of his own men. 
Thomas J. Jackson, often called " Stonewall " Jackson, was born in 1824, in Ilar- 



344 



HISTORY OF THE UNITED STATES 



of the Potomac. These two victories made the South jubi- 
lant but depressed the North. 

With an exultant and confident army Lee planned to 
invade the North a second time. Early in June he marched 
down the Shenandoah, crossed the Potomac, and advanced 
into Pennsylvania. The whole country was wild with ex- 
citement. Lee hoped to 

Lee's reasons for ^^.^^ ^ dccisivC 
invading the victOry, Capt- 

Northin.863. ^^^-g Baltimore 
or some other great North- 
ern city, and dictate terms 
of peace. He had reason 
to believe that a victory on 
Northern soil would lead 
England and France to rec- 
ognize the independence of 
the South. These two 
countries were only wait- 
ing until some pronounced 
success on the part of the 
South should afford them 
a reasonable excuse for giv- 
ing such recognition. 




THOMAS J. ("stonewall") JACKSON. 



Lee advanced his army 
toward Chambersburg and 
encamped in that vicinity. Hooker crossed the Potomac east 
of the mountains, marched north to Frederick, and sent a 



rison County, Virginia (now West Virginia), and was graduated from West Point in 
1846. He took part in the Mexican War, where he was promoted for good con- 
duct. He resigned from the army in 185 1, on receiving an appointment as profes- 
sor in the Virginia Military Institute, at Lexington, Virginia. He was so eccentric 
that he became unpopular with the students, who did not regard him as a man of 
ability. Although he was opposed to secession he thoroughly believed in State 
rights, and therefore " went with his State " when it seceded. As soon as he took 
command of troops on the battle-field he showed himself to be a splendid soldier. 
By his stubborn bravery at Bull Run he won the name of "Stonewall" Jackson, 
and rose at once to the rank of major-general. He was Lee's ablest subordinate 
and, next to Lee, was probably the most popular Confederate general. 



SECESSION AND THE CIVIL WAR 



345 



Lee's advance. 



detachment west through the mountains to menace Lee's 
line of supplies. In order to draw off the Union forces 
from his rear, Lee marched eastward to threat- 
en Washington. On the very same morning 
Meade, who had superseded Hooker, started north from 
Frederick, keeping east of the mountains, to protect Wash- 
ington. The two armies were thus marching jhe two armies 
toward each other, and each was ignorant meet at cettys- 
of the other's movements. They unexpected- *""'*^" 
ly met at Gettysburg, and fought a three days' battle (July 
I, 2, and 3). 

On the first day the advance forces of the Union army, 
being greatly out-numbered, were driven through Gettys- 
burg with a loss of 5,000 
prisoners. The Confedej- 
ates also suf- 

The first day. 

tared heavy loss 
in killed and wounded. 
That night the Union armv 
took a strong position on 
Cemeterv Ridge, just 
south of the town. This 
ridge, three miles in length, 
is in the shape of a fish- 
hook, with Gulp's Hill for 
the barb, and Round Top 
at the extreme southern 
end. Just north of Round 
Top was Little Round 
Top. Lee's army took 
position on Seminary 
Ridge, lying about a mile 
west of Cemeter}^ Ridge, 
and nearly parallel with it. 

On the second day of the battle the Confederates made 
two vigorous assaults, one at Gulp's Hill, on 
the right wing of the Union army, and the 
other in front of Little Round Top, on the left wing. Al- 




The second day. 



346 



HISTORY OF THE UNITED STATES 



though the Confederates gained some slight advantage, 
there was no definite result on either side. 

Having failed to break the Union flanks and having re- 
ceived Pickett's fresh division, Lee spent the next morning in 
preparation for a grand assault on the Union centre, where 
he hoped to be more successful. By one o'clock in the after- 

noon he had placed in 
position on Seminary 
Ridge more than a hun- 

The furious can- drcd gUnS. 

nonade. jhc Feder- 

als could find room for 
only eighty on Cemetery 
Ridge. At one o'clock 
the Confederate guns 
opened fire, and until 
three the furious can- 
nonade continued. At 
that time the fire slack- 
ened on Cemetery Ridge 
in order to let the guns 
cool in time for the ex- 
pected attack. The Con- 
federates thought they 
had silenced the Union 
batteries, and that the 
moment for the South to make one mighty effort had come. 
General Pickett, who was to lead this assault at the 
head of some of the best Virginia troops, was ordered to 
advance. In three magnificent lines, with a 
front a mile long, 15,000 Confederates charged 
across the field. The sight was thrilling, but soon the mur- 
derous fire from the Northern guns began to cut them down 
by hundreds. The fearful slaughter thinned the advancing 
lines. Still they pressed on. As they neared the first line of 
Northern troops, Lieutenant Cashing, a Union officer, al- 
though mortally wounded, pushed the only remaining gun 
of his battery to the fence and shouted to his commander: 




GEORGE G. MEADE. 



Pickett's charge. 



SECESSION AND THE CIVIL WAR 347 

" Webb, I will give them one more shot." As he fired he fell, 
saying "Good-by." Pickett's men broke through the first 
line. Armistead, one of Pickett's generals, leaped over the 
fence, raised aloft his sword, upon the point of which he 
swung his hat, and shouted, "Give them the cold steel, 
boj'S ! " Just as he laid his hand upon a Union gun to cajit- 
lire it, he was shot down. From every side the Union 
men came rushing headlong upon the enemy. The strug- 
gle that followed was terrific. Men and officers ^vere 
mingled together in one seething mass, each man fighting 
for himself. 

Pickett's men were soon repulsed, and with their lines 
broken into fragments they were driven back with disas- 
trous loss. The failure of Pickett's charge Defeat of 
insured Lee's defeat at Gettysburg, and with Pickett's men. 
that defeat the tide turned. Next day, while Grant was 
receiving the surrender ol Vicksburg, Lee began his retreat 
toward the Potomac, and from that hour the South gave up 
hope of getting a foothold in the North. ^ 

337. Capture of Vicksburg ; Opening of the Missis- 
sippi River. — At the close ot 1863 Vicksburg and Port 
Hudson were the only Confederate strongholds left on the 
Mississippi. After months of unsuccessful effort to take 
V'icksburg from the north, General Grant Grant attacks 
moved his army down on the west bank of the vicksburg from 
river and, crossing over to the east bank, made ^*°"' ' 
an attack from the south. Pemberton, who was in com- 
mand of the Confederates in Vicksburg, marched out to 
meet Grant, hoping to unite with Johnston, who was hast- 
ening to join him. Before the union of the two Confeder- 
ate armies could be effected, Grant drove Pemberton into 
Vicksburg and compelled Johnston to retreat. Grant's 
bold plan was brilliantly executed. 

He then laid siege to the city (May 19), cutting it off 
from supplies of all kinds. Flour sold for $1,000 a barrel 

' In this battle Meade's army (infantry and artillery) numbered about 82,000; 
I. ee's about 74,000. Each army had in addition about 11,000 cavalry. Meade lost 
in all about 23,000; Lee 30,000, or more than one-third of his entire force. 



348 



HISTORY OF THE UNITED STATES 



(Confederate money). Provisions became so scarce that 
even rats and mule-flesh were used as food. So many thou- 
^^ „ , . . sand shells were thrown into the city daily 

The Confederates J J 

starved into that many people abandoned their homes. 

surrender. They Hvcd in cavcs, which they dug in banks 

where the streets had been cut through the hills. In about 

seven weeks the Con- 
federates were starved 
into surrender. On 
July 4, 1863, the day 
after Lee's defeat at 
Gettysburg, Pember- 
ton surrendered 
Vicksburgwith 32,000 
men. When, four days 
later. Port Hudson 
was captured, the Mis- 
sissippi River, to its 
mouth, was under the 
control of the North. 
338. Slavery and 
the Emancipation 
Proclamation (Janu- 
ary I, 1863). — In his 
inaugural address 
President Lincoln had 
declared that he would 
not interfere with 
slavery where it al- 
ready existed because 
he had no constitutional right to do so. But as the war 
proceeded it became evident that the blacks in the South 
The slaves aid wcrc a great source of strength to the Con- 
the cause of federate cause; for while masters enlisted in 

the South. ^1^^ army, slaves by their labor supplied food 

not only for Southern families but for the support of the 
Southern army. In this way they were aiding the cause of 
the South about as much as if they had been able to bear 




SECESSION AND THE CIVIL WAR 



349 



arms. Moreovci", the sentiment in regard to slavery was 
changing- in the North. People had come to look upon it 
as the cause of the war, and many desired the government 
to attack it as a war measure. 

As commander-in-chief of the armies of the United 
States President Lincoln had authority to set free all slaves 
in territorv conquered bv the Union armies. Just after 
the Battle of Antietam, therefore, he warned the seceded 
States (September 22, 1862) that unless they returned to the 
Union before January i, 1863, he would set their slaves free. 
As none of these States returned, the emancipation procla- 
mation was issued on January i, 1863. From that time the 

A. 




"a little the worse for wear." 

Confederate guns captured at Vicksburg. 

North fought not onl\- for the Union but for the abolition 
of slaverv.' 

339. Employment of Emancipated Blacks in Northern 
Army Stops Exchange of Prisoners. — It was but one step 
further to arm the blacks and make them soldiers. If the 
Emancipation Proclamation was issued as a militar}' neces- 
sity in order to weaken the South and to make the issue of 
the w-ar perfectly plain to the world, the same military 
necessity would call for the arming of these emancipated 
slaves. Before the end of the war there were enlisted in 
the Union armies 180,000 blacks, who made g^ood soldiers. 

' General Butler, early in the war, confiscated the negroes whom he found em- 
ployed in throwing up earthworks for the Confederates near Fortress Monroe. lie 
fed and protected them, regarding them as contraband of war. 



350 



HISTORY OF THE UNITED STATES 



The Confederates bitterly resented the employment of their 
former slaves in the Union armies, and refused to recognize 
the negro soldiers or their officers in exchanging prisoners. 




BLOODY POXn, CHICKAMAUGA BATTLE-FIELD. 

This led to mutual misunderstanding and ended in stopping 
all exchange of prisoners. As a result, thousands of sol- 
diers languished in prisons and suffered much from disease 
and famine.' 

340. Conscription in the North; Draft Riots — In 1863 
the North found it advisable to resort to a conscription or 
draft. All able-bodied men between the ages of eighteen 
and fort3'-five were enrolled, and from the enrollment a cer- 
tain proportion was chosen by lot. The draft was very un 
popular, and in New York City, on July 13, 1863, a serious 
riot took place, lasting four days and resulting in the de- 
struction of much property. The mobs showed especial 
hatred toward colored people, brutally killing many. The 
riot was finallv put down by the aid of troops sent from 
Gettysburg. 

341. Conscription in the South. — In April, 1862, by an 
act of the Confederate Congress, all able-bodied white men 

' Some of the noted Southern Prisons were Libby Prison and Belle Isle in Rich- 
mond, Virginia, and Andersonville, in Georgia. 



SECESSION AND THE CIVIL WAR 



351 



between the ages of eighteen and thirty-five were required 
to enter the Confederate army. In the autumn of the same 
year all white men between the ages of eighteen and forty- 
five were included in the conscription law, and before the 
close of the war even boys of sixteen and seventeen, and old 
men were included. So hard-pressed for men were the Con- 
federates that just before the war came to an end their Con« 
gress had decided to enlist some of the slaves in the Confed- 
erate army.' When all exchange of prisoners was stopped, 
the South, by reason of the scarcity of fighting men, was 
much more seriously crippled than the North. The whole 




CHATTANOOGA. 



number of men captured from the armies of the North and 
the South in the entire war amounted to a half-million. 

342. Battle of Chickamauga (1863).— After the loss of 
Vicksburg and Fort Hudson, the strongest The importance 
and most important position held by the Con- '^f Chattanooga, 
federates in the West was Chattanooga, which was not 

' Toward the end of 1864 Jefferson Davis advocated the passage of a law that 
would put in training for the Confederate army 40,000 slaves. General Lee sup- 
ported it. Accordingly a law was enacted by the Confederate Congress providing 
for the employment of 200,000 slaves as soldiers. The measure was passed too late 
to be of any service to the Southern cause. 



352 



HISTORY OF THE UNITED STATES 



only a great railroad centre, but the key to eastern Tennes- 
see and the gateway to Georgia. General Rosecrans, 
in command of the Union army in Tennessee, advanced 
with 55,000 troops upon Chattanooga, which was occu- 
pied by Bragg. By moving to the south of this place, 
Rosecrans threatened Bragg's line of supplies and com- 
pelled him to withdraw from 
Chattanooga and take position 
on Chickamauga Creek (Sep- 
tember) twelve miles to the 
south. 

Here Bragg received a 
strong body of reinforce- 
ments, and vigorously at- 
tacked the Union army, now 

General Thomas OUtUUm bcrcd. He 
saves the Union i. 1 j j 

army from ruin= Overwhelmed and 
ous defeat. routcd the right 

wing, and would have put to 
rout the entire army but for 
the unflinching courage of 
General Thomas, the " Rock 
of Chickamauga," who coolly 
held his position on the left 
until the rest of the army 
could make a safe retreat to Chattanooga. 

343. Siege of Chattanooga. — Although Bragg defeated 
the Union army in the battle of Chickamauga, he did not 
secure what he greatly desired — Chattanooga itself. He 
therefore strongly fortified himself on Missionary Ridge 
and Lookout Mountain, overlooking Chattanooga, and tried 
to cut off the Union army from its supplies. The situation 
became serious. For weeks all the Union supplies had to 
Critical situation ^^ brought ovcr a single mountain-road for a 
of the Union distance of sixty miles. When Grant, who 

""^y- had superseded Rosecrans, reached Chatta- 

nooga about the middle of November, the number of horses 
and mules had been so reduced b}' starvation that the 




GEORi'.K II. TIIUMAS, " 1 UK KOCK 
OF CHICKAMAUGA." 



SECESSION AND THE CIVIL WAR 



353 



artillery could not be nioved.^ The soldiers were living on 
half-rations, and had not enough ammunition left for a 
single day's battle. But in five days after reaching Chatta- 
nooga Grant 2 had gained possession of the railroad to 
Nashville and with it abundant supplies. The army which 
had been cooped up in Chattanooga for months was saved. 

344. Battle of Chattanooga.— Having received rein- 
forcements, Grant now decided to attack Bragg, who occu- 
pied a very strong position, with his right Bragg's strong 
flank resting on the northern end of Mission- position, 
ary Ridge, his left flank on the northern end of Lookout 
Mountain, and his centre 
stretchinof across Chatta- 



MAP OF 

CHATTANOOGA 

ami Vicinity. 



Col.Mc6ook, ! y f 
DavisDiv. V^^f/i„, 
Island 




' Ten thousand horses and mules 
had starved to death. 

^ When seventeen years of age 
(see par. 371) Ulysses S. Grant re- 
ceived an appointment to a cadetship 
in the Military Academy at West 
Point. Although he did not take high 
rank in scholarship, he became the 
finest horseman in his class, and 
showed a marked aptitude foi" mathe- 
matical studies. Entering the army 
after graduation, he distinguished him- 
self for bravery in many important 
battles of the Mexican War. He re- 
mained in the army until 1854, when 
he resigned his commission, and con- 
tinued in private life until the begin- 
ning of the Civil War. During these 
years he tried farming, store-keeping, 
and selling real estate, but did not 
have much success. In 1861 he 
received a commission as colonel of 
an Illinois regiment, and, by his ex- 
traordinary military skill and ability, rose to the rank of lieutenant-general (1864), 
in command of the Union armies. His brilliant strategy at Vicksburg and Chat- 
tanooga in 1863, and in his advance upon Richmond in 1864-65, proved him 
to be one of the greatest military leaders of all time. His iron will, resolute pur- 
pose, cool judgment, and unflinching courage never failed him in the hour of trial 
and danger. He was also a man of singularly pure and gentle spirit, with a high 
sense of public duty. 

23 



354 HISTORY OF THE UNITED STATES 

nooga Valley. His line was twelve miles long, and on the 
flanks appeared to be almost impregnable. On November 
24 Grant sent the gallant Hooker and his men to charge up 
the rocky heights of Lookout Mountain. This charge re- 
sulted in desperate fighting " above the clouds," and in 
T o heroic driving Bragg's left flank from its mountain 

charges by the stroughold. The ucxt day Thomas's men, 
Union troops. ^jj^^ ^ mighty whirlwiud, swept away all op- 
position in their grand charge up to the top of Missionary 
Ridge. These assaults were two of the finest exhibitions of 
bravery seen during the war. Bragg's army, overwhelm- 
inglv defeated, fled from the battle-field in confusion. 



TO THE PUPIL 

1. Observe that after Lee's retreat from Antietam he defeated the Army 

of the Potomac in two battles, the first at Fredericksburg (December, 
1862), and the second at Chancellorsville (April, 1863). What reasons 
had Lee for a second invasion of the North in 1863 > 

2. Trace w^ith care upon your map the location of the two armies on the 

second day of the battle of Gettysburg. As this is one of the world's 
great battles you will do well to understand it. Describe Pickett's 
charge. What were the most striking results of the battle ? 

3. Before studying the capture of Vicksburg review the battles fought to 

open the Mississippi in 1862, viz. : Capture of Forts Henry and 
Donelson, the battle of Shiloh, and the capture of New Orleans. Now 
you are ready to describe the capture of Vicksburg. Read General 
Grant's excellent account of it in his "Personal Memoirs." 

4. How did the slaves aid the Confederate cause ? What was the source 

of President Lincoln's authority to set free any of the slaves in the 
South ? What was the Emancipation Proclamation .? After its issue 
what was the North fighting for ? 

5. Why was it natural for the North, after emancipating the blacks, to 

employ them as soldiers ? What effect did such employment have 
upon the exchange of prisoners? 

6. Why was Chattanooga an important military position ? What led 

to the battle of Chickamauga, and how did General Thomas save the 
Union army from rout ? Describe the critical situation of the Union 
army when Grant reached Chattanooga. What were the results of 
the battle of Chattanooga ? 

7. You will find Coffin's books on the Civil War very interesting. 



SECESSION AND THE CIVIL WAR 



355 



THE HAMMERING CAMPAIGN 



345. The Union Plan of 1864.— In March, 1864, Grant, 
who had won the confidence of the people by his cani])aigns 
in the West, was raised to a military rank sec- General Grant 
ond only to that of the President, with the title "'^^tf !" ZT 

■' ' mand of all the 

of lientenant-general.' In reality he was placed union armies, 
in command of all the Northern armies. Bv the close of 
1863 the Confederacy had been cnt down to Viro:inia, North 
Carolina, South Carolina, and 
Georgia. The Union armies 
had now to get control of these 
four States. 

Grant was to attempt tlie 
capture of Richmond, which 
was defended by Lee ; Sher- 
man was to get control of 
Georgia by defeating Johnston, 
who had command of the Con- 
federates there. The watch- 
word in the east was " On to 
Richmond ;" in the west, "On 
to Atlanta." These two move- 
ments were planned to begin 
at the same time, early in May, 
so that, if possible, the Confederate armies might be pre- 
vented from aiding each other. 

346. " Onto Richmond." — Grant's advance upon Rich- 
mond began (Mav 4) by crossing the Rapidan and entering 
the Wilderness. He had 120,000^ men against 
Lee's 62,000. For two days in the thick, 
gloomy woods, where the enemy could not be seen twenty 
feet away, a terrible struggle ensued. Grant's loss was se- 
vere, but he pressed on, writing to Lincoln : " I propose to 

' Before that time only Washington and Scott had been made lieutenant-generals. 
- Grant's army, arranged in ranks of four, the ranks being five feet apart, would 
extend a distance of more than twenty-eight miles. 




ULYSSES S. GRANT. 



In the Wilderness. 



356 



HISTORY OF THE UNITED STATES 



Grant transfers 
his army across 
the James. 



fight it out on this line if it takes all summer." As Grant 
moved forward terrible battles were fought at Spottsyl- 
vania Court House (May 8-18) and at Cold Harbor (June 
3). Before the close of June he had lost more than 60,000 
men, and Lee, 40,000. 

Realizing after this great loss of life that he could not 
capture Richmond by attacking it from the north, Grant 

transferred his army across 
the James in order to attack 
the cit}^ from the 
south. Here an 
attempt was made 
to capture Petersburg (July 
30) by exploding a mine under 
the outer Confederate de- 
fences. The explosion was fol- 
lowed by a vigorous assault, 
but the plan failed. 

347. Early's Raid in the 
Shenandoah. — It will be re- 
membered that in 1862, when 
McClellan was near Rich- 
mond, " Stonewall " Jackson 
was sent into the Shenandoah to threaten Washington and 
prevent INIcDowell from reinforcing McClellan. In 1864 Lee 
tried in the same way to weaken the attack upon Richmond. 
Toward the last of June he sent Early with 20,000 men to 
threaten Washington by way of the Shenandoah. Early 
Early threatens swcpt ou uutil he met General Lew Wallace 
with a much smaller force, on the Monocacy 




PHILIP H. SHERIDAN. 



River, not far from Washington. Here Wal- 



Washington and 
burns Chambers^ 
burg. 

lace fought a losing battle in order to detain Early long 
enough for Grant to get a part of his army into Washington. 
These troops reached the city just in time to prevent its 
capture. A little later Early again pushed down the Shen- 
andoah, across the Potomac into Pennsylvania, where he 
burned Chambersburg. 

348. Sheridan in the Shenandoah. — To put an end to 



SECESSION AND THE CIVIL WAR 357 

such raids in the North, General Sheridan^ was sent with 
30,000 men to watch General Early and to lay waste the 
fruitful Shenandoah Valley. After defeating Early and 
chasing him up the valley, Sheridan destroyed 2,000 barns 
filled with grain and farming implements and seventy mills 
filled with fiour and wheat, besides driving off thousands of 
sheep and cattle. A few days later, while Sheridan- was 
away. Early surprised the Union army at Cedar Creek, and 
drove it back seven miles. This was the oc- "Sheridan's 

casion of "Sheridan's Ride," from Winchester, Ride." 

about fourteen (not "twenty") miles away. On the arrival 
of their brave leader the Union forces were formed in bat- 
tle array. Early's army was totally defeated (October 19) 
and driven in confusion from the field. 

349. "On to Atlanta." — Early in May, 1864, Sherman,' 

' Philip II. Sheridan was born in Ohio in 1831, and died in 1888. lie was 
graduated from West Point in 1853. Upon the outbreak of the Civil War he was 
made chief quartermaster of the army in the southwestern part of Missouri. He 
handled his troops so ably at the battle of Murfreesboro that he was promoted to the 
rank of major-general. He gave further striking evidence of military skill and dar- 
ing at Chickamauga and Chattanooga. In 1864 Grant had Sheridan put in com- 
mand of all the cavalry in the Army of the Potomac. His campaign in the Shenan- 
doah was one of the great military achievements of the war. He was so popular that 
he was called by his men " Little Phil." Some years before his death he became 
lieutenant-general, and on his death-bed was promoted to the rank of general-in-chief. 

* In the early morning of the battle, General Sheridan, who was at Winchester, 
on his return from Washington, was informed of the firing in the direction of Cedar 
Creek. Mounting his handsome coal-black horse he rode at full speed toward the 
scene of battle. When he met the retreating soldiers he shouted: "Turn back, 
men — turn back ! Face the other way ! " His inspiring presence heartened the 
soldiers. With waving hats they cried: "Sheridan! Sheridan!" and cheerfully 
followed their leader as he dashed forward. Sheridan's ride changed defeat into 
overwhelming victory. 

■* William T. Sherman was born in Lancaster, Ohio, in 1820, and died in 1891. 
Having graduated from West Point in 1840 he remained in the army until 1853 
and then resigned his commission to engage in business. At the outbreak of the 
Civil War he became a colonel and took part in the battle of Bull Run. Soon after 
that battle he was raised to the rank of brigadier-general and transferred to Halleck's 
command in the Department of the West. His great military skill was shown at 
Shiloh and in the memorable Vicksburg campaign. When, therefore, Grant was 
placed in command of all the Union armies in 1864, he secured the appointment 
of Sherman as commander of the armies of the West. The "March to the Sea," 
one of the notable militarv achievements of modern history, followed. Sherman 



358 



HISTORY OF THE UNITED STATES 



Atlanta and 
Georgia. 



with 100,000 men, was at Chattanooga, facing Johnston, with 
64,000, at Dalton. It was desirable to get possession of 
Importance of Georgia because it was the workshop, the ar- 
senal, and the storehouse of the Confederacy. 
Sherman's plan was to capture Atlanta, an im- 
portant railroad and manufacturing centre, and then to pass 

on to the sea and destroy 
the supplies necessary 
to sustain the Confeder- 
ate armies.^ 

Sherman had great 
difficulties to face. In 
the first place an able 
general, Joseph E. John- 
ston, opposed him ; in the 
second place, every mile 
of advance took him far- 
ther away from his base 

Sherman's of SUppHcS 

difficulties. at Nashville. 
He soon had to protect 
a long line of communi- 
cation which the enemy 
was constantly trying 
to destroy. Johnston's 
plan was to draw him 
as far as possible from 
Nashville, alwa3'S avoiding a pitched battle. Sherman's 
plan was to flank Johnston and threaten his line of com- 
munication with Atlanta. By a series of flank movements 
Sherman compelled Johnston to retreat. Battles were 
fought at Dalton, Resaca, and Kenesaw Mountain. 




W. T. SHERMAN. 



was among the ablest generals of the Civil War. \Vhen Grant became general- 
in-chief of the army in 1866 Sherman was made lieutenant-general, and when 
Grant was elected President, Sherman was promoted to the rank of general-in-chief. 
' Such a course may seem cruel, but it is just as good generalship to starve an 
army into submission as to kill with firearms. Its effect is to shorten war and save 
life. 



SECESSION AND THE CIVIL WAR 



359 



Both generals were skilful, but Johnston, by his cautious 
movements, failed to satisfy the Confederate authorities. 
He was superseded by Hood, wdio was as rash capture of 

and impetuous as Johnston was careful and Atlanta, 

cautious. Hood at once made desperate attacks upon 
Sherman and was soon defeated. By cutting the railroad 
connections on the south Sherman captured Atlanta (Sep- 
tember 2, 1864). 

350. Sherman's ** March 
to the Sea." — A little later 
Sherman, cutting loose from 
all communication with the 
North, started through Geor- 
gia on his famous march to 
the sea, which was some two 
hundred miles away. Hood, 
by moving northward, tried 
to draw Sherman after him, 
but Sherman sent Thomas to 
look after Hood, while he 
himself moved southward 
from Atlanta. After destroy- 
ing three hundred miles ot 
railroad and laying waste the 
country over a belt sixty miles 
wide, " from Atlanta to the 

sea," Sherman, with the loss of less than a thousand men, 
reached Savannah just before Christmas. He presented 
Savannah as a " Christmas gift " to the government.^ In 
the meantime Thomas so thoroughly routed Hood's army 
at Nashville that it could not be brought together again. 

351. Capture of Mobile. — As we have seen, one of the 




JoSF.ril E. JOHNS'l-0\. 



' The following was Sherman's message to the President : 

"Savannah, Georgia, December 22, 1864. 
" To his Excellency, President Lincoln, Washington, D.C.: 

" I beg to present you, as a Christmas gift, the city of Savannah, with one hun- 
dred and fifty heavy guns and plenty of ammunition ; also about twenty-five thou- 
sand bales of cotton. W. T. Sherman, Major-General." 



36o 



HISTORY OF THE UNITED STATES 



leading purposes of the North was to prevent, by blockade, 
the export of Southern cotton. By the middle of 1864 
Union war-vessels had closed to foreign trade nearly all 




the Southern ports. One of the most important of these 
was Mobile, which Admiral Farragut, in co-operation with 
a land force of 5,000 men, was sent to capture. Realizing 
the great value of Mobile, the Confederates had prepared 
The defences for a vigorous defence. Two strong forts stood 

of Mobile. on opposite sides of the entrance of the bay, 

the channel of which was obstructed by torpedoes. Within 
the bay were three gun-boats and the powerful iron-clad 
ram, Tennessee. 

At six o'clock on the morning of August 5, 1864. the 
Union fleet, consisting of fourteen wooden vessels and four 
monitors, was under way. In order that he might see over 
the smoke. Admiral Farragut,^ then sixty-three years old, 

' David Glasgow Parragut was born near Knoxville, Tennessee, in 1801, and 
died in 1870. The night before the terrible struggle in Mobile Bay he wrote to his 
wife : " I am going into Mobile Bay in the morning, if God is my leader, as I hope 
he is, and in him I place my trust. God bless and preserve you, my darling, and 
my dear boy, if anything should happen to me." 




KAKKAijL I l.N lllh MAl.N Kloui.Nu. 



SECESSION AiND THE CIVIL WAR 



361 



took his position in the rigging of the flagship Hartford. 
One of the monitors was sunk by a torpedo, but the remain- 
der of the fleet passed into the bay and engaged the Ten- 
nessee, the strongest of the Confederate iron-clads. By ten 
o'clock the fight was over and the capture of Mobile as- 
sured. In a few days the forts surrendered to the land 
force. This signal victory was due to the unflinching cour- 
age of Admiral Farragut. 

352. Sympathy of English Workingmen with the 
North. — We may now leave the armies for a while and con- 




SOLDIERS DESTROYING A RAILROAD. 



sider how England and France were looking upon the war. 
Jefferson Davis and the South greatly erred when they 
counted upon the sympathy of the working classes in Eng- 



362 HISTORY OF THE UNITED STATES 

land, for when English workingmen understood that the 
war was a struggle between freedom and slavery, their 
sympathies were with the North. Although the cotton 
famine in England, produced by the blockade of the South, 
forced hundreds of thousands out of employment, these 
starving laborers prayed for the success of the North. On 
the other hand, the aristocracy, with a few exceptions, and 
the English Government, being more in sympathy with the 
aristocratic Southern planter and perhaps jealous of Ameri- 
can commerce, favored the South. 

353. England and the Confederate Navy. — The South 
was in great need of a navy, and-had no facilities for build- 
ing one. English shipbuilders, therefore, with the knowl- 
edge of the English Government, responded to the need 
of the South, and built formidable Confederate cruisers in 
British dock-yards. These cruisers drove our merchant 
marine from the sea. 

The most famous cruiser was the Alabama} commanded 

by Captain Semmes. This vessel was built with English 

money in an English port, was manned by an 

The Alabama. o i » j 

English crew, carried English gunners, and 
hoisted an English flag. In a word, with the exception of 
her officers, she was an English vessel built for the special 
purpose of destroying Northern commerce. Charles Fran- 
cis Adams, our able minister to England at that time, pro- 
tested, but in vain. The United States in the midst of a 
civil war no longer commanded the respect of the English 
Government. Our country was not in a position to demand 
justice and satisfaction. But it resented England's attitude 
none the less keenly, and the time came when England was 
wise enough to listen. 

' " A score of other Confederate cruisers roamed the seas, to prey upon United 
States commerce, but none of them became quite so famous as the Sutnter and 
the Alabama. They included the Shenandoah, which made thirty-eight captures : 
the Florida, which made thirty-six ; the Tallahassee, which made twenty-seven ; 
the Tacony, which made fifteen, and the Georgia, which made ten. Most of these 
cruisers were built in British ship-yards."— R. Johnson. 

The attitude of the English government toward the Confederate navy was most 
unfortunate, naturally causing in the North much bitter feeling toward England. 



SECESSION AND THE CIVIL WAR 



363 



The Alabama (1862-64) captured over sixty Northern 
vessels, amounting in value, with their cargoes, to over $7,- 
000,000. The duel between the Alabama and 
the Kcarsarge, which had gone out in search of 
her, was fought off the coast of France (June 
19, 1864). The Alabama, in about one hour, was shattered 
and sunk. The sinking of the Alabama put an end to the 



The Kearsarge 
sinks the 
Alabama. 




THE EXECUTION OF MAXIMILIAN AND HIS COMPANIONS. 



destructive work of Confederate cruisers. After the war 
England paid more than $15,000,000 for damages done by 
Confederate cruisers. As the first of these The Alabama 
claims made by our government for redress claims, 
grew out of acts committed by the Alabama, all the claims 
growing out of the acts of all the vessels became known as 
the " Alabama Claims." 

354. Napoleon III. and the Confederate Navy.— But 
the English Government did not stand alone in its un- 
friendly attitude. The French Government was equally 



364 HISTORY OF THE UNITED STATES 

hostile to the North. Napoleon III., for personal reasons, 
was eager 'for the success of the Confederate cause, and 
urged England to acknowledge the independence of the 
V, 1 .-,-,» South. He wished to see the Union dissolved. 

Napoleon s desire ... . 

to establish an bccausc it was his dcsirc to establish an em- 
empire in Mexico. ^^^.^ upou the ruius of the republic of Mexico, 
and he knew that so long as the Union remained unbroken 
he would not be permitted to carry out his plans. He also, 
during the later years of the war, with contemptible du- 
plicity equal to that of Napoleon I. just before the War of 
1812, allowed formidable iron-clads for the Southern navy 
to be built in France. One of these was finally launched, 
but the war was at an end before it could reach our coast. 

Napoleon sent a French army to invade Mexico in 1861. 
By 1863 it had established an empire there, and Napoleon 
Maximilian in offered the throne to Maximilian, Archduke 
Mexico. of Austria. The United States protested, but 

in vain. After the close of the war, however, in response 
to the threatening attitude of this country. Napoleon with- 
drew the French troops. Maximilian was then taken pris- 
oner by the Mexican authorities, tried by court-martial, and 
shot. 

TO THE PUPIL 

1. What part of the Confederacy remained unconquered at the close of 

1863 ? Describe the Union plan of campaign in 1864. Outline the 
"On to Richmond" movement. 

2. Compare Early's raid in the Shenandoah in i864'with Jackson's move- 

ments in that valley in 1862. What did Jackson accomplish ? what 
Early ? Why was Sheridan sent into the Shenandoah ? What did 
he accomplish there ? Why was the Shenandoah of importance to 
the Confederates ? 

3. Why was it desirable for the North to get possession of Atlanta ? 

What difficulties did Sherman meet in his advance upon Atlanta? 
What was Johnston's plan of defence ? 

4. Outline Sherman's " March to the Sea." Which do you think was the 

abler general, Sherman or Johnston ? Give reasons for your answer. 

5. What did Jefferson Davis mean by speaking of cotton as " king " ? At 

this point review the ** Trent Affair," the importance of the blockade, 
the attempt on the part of the South to break the blockade by means 



SECESSION AND THE CIVIL WAR 365 

of the " Merrimac," and the effect the blockade had upon cotton ex- 
port. 

6. Why did English workingmen sympathize with the North ? Why 

did the English aristocracy and the English Government favor the 
South ? In what way did English shipbuilders aid the South ? 

7. What was the " Alabama," and what was the attitude of the English 

Government toward Southern cruisers built in English dockyards ? 
What became of the "Alabama"? What were the "Alabama 
Claims ? " 

8. How did Napoleon III. show his sympathy with the South ? What 

was his scheme in sending Maximilian to Mexico ? In this connection 
review the Monroe Doctrine, and find out whether or not Napoleon III. 
violated this doctrine by supporting Maximilian with a French army. 
Why were the French troops withdrawn from Mexico after the Civil 
War? 

9. Subject for debate: Resolved that Grant was a better general than 

Lee. 

APPOMATTOX COURT HOUSE 

355. Fall of Richmond. — By the various disasters which 
we have recounted the Southern cause was brought into 
desperate straits. Careful observers could see Lee fails to break 
that the end was near. Sherman, after remain- through Grant's 
ina: about a month in Savannah, started "'''">'• 
through the Carolinas northward (February i). Lee, with 
40,000 men, still held Richmond, which Grant, with 100,000 
men, was trying to capture. In order to join Johnston's 
forces in North Carolina, Lee made one last effort to break 
through the Union army lying south of Petersburg. This 
plan was defeated by Sheridan in the battle of Five Forks, 
where 5,000 Confederates were captured. 

The next day (April 2) Lee evacuated Richmond and 
started on a retreat westward. The pursuit was hot. Hun- 
dreds of the Confederates, having little to eat 

, , , . . 1 , . , , Lee retreats. 

and believing that their cause was hopeless, 
deserted, and thousands threw awaj^ their arms. Their 
condition was pitiable. For five or six days they lived 
on parched corn and the shoots of trees. One week after 
leaving Richmond (April 9), Lee, finding that ever}' avopue 
of escape was cut off, agreed to hold a conference with 



366 HISTORY OF THE UNITED STATES 

Grant at Appomattox Court House, about seventy - five 
miles west of Richmond, to consider terms of surrender. 

356. Lee's Surrender.— It was a notable meeting. The 
result of the interview was the surrender of Lee with 26,- 
Grant's delicacy ooo men, oul}^ 8,ooo of whom had arms. The 
of feeling. terms of Surrender were very generous to the 
Confederates, who were to lay down their arms and were 
not, unless properly exchanged, to take them up again. 
With rare delicacy of feeling Grant ordered that all the 
Confederates owning horses or mules should be allowed 
to take them home. " They will need them for the spring 
ploughing," he said. But Grant's consideration for the 
Confederate soldiers did not stop here. He did not re- 
quire the vanquished army to march out and stack arms in 
presence of his victorious troops. He even stopped the 
firing of salutes by his men. 

Grant's attitude toward the Confederates, which won 
the hearts of the Southern people, was like that of the 
„. . United States Government as a whole. Only 

The generous at- J 

titude of the Gov= One Confederate — the keeper of Anderson- 
ernment. m\\[q. Prisou — was put to death at the close of 

the war. The death-penalty in this case was inflicted, not 
at all for connection with the Confederate movement, but 
because of inhuman cruelty. No government ever showed 
so great mercy to those who had tried to break it in 
pieces. The great struggle ended when Johnston surren- 
dered to Sherman near Raleigh, North Carolina (April 26, 
1865). 

357. Flight and Capture of Jefferson Davis.— On Sun- 
day morning, April 2, Jefferson Davis was attending service 
at St. Paul's Episcopal Church in Richmond when an offi- 
cer walked quietly up the aisle with a telegram from Lee 
announcing the retreat of the latter from Petersburg. Da- 
vis at once left the church and prepared to leave the 
city. In a vain endeavor to escape capture he fled through 
the Carolinas into Georgia. While encamped in the woods 
near Irwinsville, Georgia, in the early morning he was sur- 
prised and captured (May 10). He was taken to Fortress 



SECESSION AND THE CIVIL WAR 367 

Monroe and confined there for two years. At the end of 
that time many well-known men, among whom was Horace 
Greeley — a Republican leader of great prominence — used 
their influence to secure his release. Davis was never 
brought to trial. 

358. The Assassination of Lincoln. — The rejoicing of 
the people over the return of peace soon gave place to 
mourning for the loss of the one who had safely piloted 
the nation through the storm of war. On the evening of 
April 14, 1865, while President Lincoln was at Ford's Thea- 
tre in Washington, an obscure actor, half-crazed over what 
he believed to be the wrongs of the South, entered the Pres- 
ident's box from the rear and shot him through the head. 
He then leaped upon the stage, and shouting, " Sic semper 
tyrannis !'' (So be it always to tyrants), rushed out of the 
stage-door amid the wildest excitement of the people, and 
escaped. In a few days he was hunted to his hiding-place 
in Virginia and shot dead while resisting capture. 

Lincoln's assassin was at the head of a conspiracy whose 
aim was to bring confusion to the government by killing 
some of the leading men and thus creating a The aim of the 
panic. On the same evening one of these con- conspirators, 
spirators forced his way to the bedside of Secretary Sew- 
ard, who was lying ill in his home, and vainly tried to stab 
him to death. Four of these conspirators were hanged and 
three imprisoned for life. 

Lincoln, who was shot a little after ten o'clock in the 
evening, lingered, unconscious, until early next morning. 
When Lincoln's spirit passed away, Secretary The grief of the 
Stanton was the first to break the silence by people, 
saying, " Now he belongs to the ages." The grief of the 
people for the nation's hero was well-nigh universal. On 
Friday, April 21, the train that was to take his body to 
Springfield, Illinois, moved slowly out of Washington on its 
mournful journey. In order that the people might have 
opportunity to express their love and grief for the departed 
leader it stopped at many large cities along the route. 
The unbroken silence amid which the vast throners filed 



368 HISTORY OF THE UNITED STATES 

past the open coffin as the body lay in state indicated a feel- 
ing too deep for words. 

The spirit of his noble service is well illustrated in the 
closing words of his second inaugural address, March 4, 
1865:^ "With malice toward none, with charity for all, 
with firmness in the right, as God gives us to see the right, 
let us strive on to finish the work we are in, to bind up the 
nation's wounds, to care for him who shall have borne the 
battle, and for his widow, and his orphan — to do all which 
may achieve and cherish a just and lasting peace among 
ourselves and with all nations." 

359. The Sanitary and Christian Commissions. — Early 
in the war the Sanitary Commission was organized by 
good men and women to supplement the work of the 
government in aiding needy and distressed soldiers. Rec- 
ognized by the government and supported by all classes 
of the people, its career was one of extraordinary useful- 
ness. It had its own physicians, nurses, and attendants, its 

' It seems fitting to introduce here the memorable Gettysburg speech, made at 
Gettysburg, November 19, 1863, on the occasion of the dedication of the National 
Cemetery there. This speech well exemplifies, in its brevity, simplicity, and ten- 
derness of feeling, the character of President Lincoln : 

LINCOLN'S GETTYSBURG SPEECH 

Four score and seven years ago our fathers brought forth upon this continent 
a new nation, conceived in liberty, and dedicated to the proposition that all men are 
created equal. Now we are engaged in a great civil war, testing whether that na- 
.tion, or any nation so conceived and so dedicated, can long endure. We are met on 
a great battle-field of that war. We are come to dedicate a portion of that field as 
a final resting-place for those who here gave their lives that that nation might live. 
It is altogether fitting and proper that we should do this. But in a larger sense we 
cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave 
men, living and dead, who struggled here, have consecrated it far above our power 
to add or detract. The world will little note, nor long remember, what we say here ; 
but it can never forget what they did here. It is for us, the living, rather to be ded- 
icated here to the unfinished work which they, who fought here, have thus far so 
nobly advanced. It is rather for us to be here dedicated to the great task remaining 
before us, that from these honored dead we take increased devotion to that cause 
for which they gave the last full measure of devotion ; that we here highly resolve 
that these dead shall not have died in vain ; that this nation, under God, shall have 
a new birth of freedom, and that government of the people, by the people, and for 
the people, shall not perish from the earth. 



SECESSION AND THE CIVIL WAR 



369 



own transports and methods of work. It ministered to the 
wounded on the battle-field and carried the wounded sol- 
diers by easy methods of conveyance to the hospital. Fur- 
thermore, it gave special relief to men on sick-leave, col- 
lected and distributed supplies, and in every possible way 
cared for the suffering and needy soldiers. 

The Christian Commission cared for the souls as well as 
the bodies of the soldiers. It distributed tracts, held prayer- 




A SANITARY COMMISSION LODGE NEAR ALEXANDRIA, VA. 



meetings in improvised chapels, comforted the dying, and, 
where possible, gave Christian burial. This commission 
also received the recognition and support of The work of 
the government. Thousands of noble women "«•''« women, 
at home, in hospitals, and near the scenes of battles ex- 
pressed in their service through these commissions not only 
a tender love and sympathy, but a patriotism as faithful 
and true as that of the brave soldiers whom they attended. 
360. The Results of the War.— The Civil War was one 
of gigantic proportions. At its close the South was pros- 
trated, the North was under severe strain. About 600,000 



24 



370 HISTORY OF THE UNITED STATES 

men had been killed, and several hundred thousand more 
permanently injured. The loss of wealth can never be told, 
but, including the expenditures of the government and 
the States, the destruction of property by both armies, and 
the value of slaves to the South, the war cost not far from 
eight thousand millions of dollars. 

The most important result of the Civil War was that 
slavery was forever abolished throughout the Union.^ The 
Emancipation Proclamation had set free only the slaves in 
those States and parts of States conquered by Union armies ; 
but now slavery was entirely swept away, and with it the 
attendant evils of State rights, nullification, and secession. 
The supremacy of the Union was established and the United 
States, "one nation, indivisible, with liberty and justice for 
all," turned her energies to the new struggle of building up 
what had been torn down by four years of frightful havoc 
— the industries and wealth of her people. 



TO THE PUPIL 

1. Before studying the fall of Richmond review the various attempts 

made by the Army of the Potomac to capture that city. Your review 
will include Bull Run, the Peninsular Campaign, and the " Onto Rich- 
mond " movement in 1864. 

2. Describe Lee's retreat and his memorable surrender. 

3. Read Lincoln's second inaugural, and memorize his Gettysburg speech. 

4. Subject for debate : Resolved that the army did more effective work 

than the navy in the Civil War. 

5. What were the Sanitary and Christian Commissions ? What were 

the most important results of the War ? Are you sure you know its 
causes ? 

6. If you will read Alcott's Hospital Sketches you will see a sad picture 

of suffering in the hospitals during the war. 

' See Thirteenth Amendment to the Constitution. 



SECESSION AND THE CIVIL WAR 37 1 



CHRONOLOGY 

1789. March 4, first congress assembled in new york. 

April 30, WASHINGTON INAUGURATED PRESIDENT. 

1790. the first census, showing a population of 3,929,214. 

i79i. vermont admitted td'the union — first national bank established. 

1792. kentucky admitted to the union. 

1793. Wayne's campaign against the Indians. 

COTTON-GIN invented BY ELI WHITNEY. 

1794. THE WHISKEY INSURRECTION. 
1795- jay's TREATY RATIFIED. 

1796. TENNESSEE ADMITTED TO THE UNION. 

1797. March 4, JOHN ADAMS INAUGURATED PRESIDENT. 

1798. DEPARTMENT OF THE NAVY CREATED BY ACT OF CONGRESS. 
ALIEN AND SEDITION LAWS ENACTED BY CONGRESS. 

1800. THE SECOND CENSUS, SHOWING A POPULATION OF 5,308,483. 
l8or. JOHN MARSHALL MADE CHIEF JUSTICE OF THE SUPREME COURT. 

March 4, jefferson inaugurated president. 

1802. OHIO admitted to the union. 

1803. LOUISIANA purchased FROM FRANCE. 

1804. LEWIS AND CLARKE STARTED ON THEIR EXPEDITION. 

1805. TREATY OF PEACE WITH TRIPOLL 

1806. AARON burr's EXPEDITION TO THE SOUTHWEST. 

November 20, the Berlin decree issued. 

1807. TRIAL TRIP OF FULTON'S FIRST STEAMBOAT. 

November^ the orders in council. 

December^ THE embargo ACT PASSED by congress. 

1809. March 4, MADISON INAUGURATED PRESIDENT. 

1810. THE THIRD CENSUS, SHOWING A POPULATION OF 7,239,881. 

1811. THE FIRST STEAMBO.AT STARTS DOWN THE OHIO FROM PITTSBURG FOR 

NEW ORLEANS. 
November 7, BATTLE OF TIPPECANOE. 

1812. LOUISIANA ADMITTED TO THE UNION. 

yune 18, WAR DECLARED AGAINST ENGLAND. 
August 16, hull's SURRENDER OF DETROIT. 

August 19, NAVAL FIGHT BETWEEN THE UNITED STATES VESSEL "CONSTI- 
TUTION" AND THE BRITISH FRIGATE "GUERRIERE." 

1813. March 4, madison's second inauguration. 
September 10, perry's VICTORY on lake erie. 
October 5, battle of the Thames. 

JACKSON'S CAMPAIGN AGAINST THE SOUTHERN INDIANS. 

1814. CAMPAIGN ON THE NIAGARA ; BATTLES OF CHIPPEWA, AND LUNDY'S LANE. 
August 25, CAPTURE OF WASHINGTON BY THE BRITISH. 

Septeviber 11, battle OF PLATTSBURG. 
Deceftiber 15, hartford convention met. 
December 24, TREATY OF PEACE signed at ghent. 

1815. January 8, battle of new Orleans. 

1816. the second united states bank chartered. 

INDIANA admitted TO THE UNION. 

1817. March 4, monroe inaugurated president. 



372 HISTORY OF THE UNITED STATES 

1817. July 4, CONSTRUCTION OF THE ERIE CANAL BEGUN. 
MISSISSIPPI ADMITTED TO THE UNION. 

1818. STEAM NAVIGATION BEGUN ON THE GREAT LAKES. 
ILLINOIS ADMITTED TO THE UNION. 

1819. ALABAMA ADMITTED TO THE UNION. 

THE STEAMSHIP "SAVANNAH" MADE THE FIRST TRIP ACROSS THE ATLANTIC, 
FROM SAVANNAH TO LIVERPOOL. 

1820. MAINE ADMITTED TO THE UNION. 

THE FOURTH CENSUS SHOWING A POPULATION OF 9,633,822. 

1821. RATIFICATION OF TREATY CF 1819, CEDING FLORIDA TO THE UNITED STATES. 
MISSOURI COMPROMISE ADOPTED BY CONGRESS. 

MISSOURI ADMITTED TO THE UNION. 

1825. March 4, JOHN QUINCY ADAMS INAUGURATED PRESIDENT. 
CORNER-STONE OF BUNKER HILL MONUMENT LAID IN BOSTON BY LAFAYETTE. 
ERIE CANAL OPENED. 

1826. FIRST RAILROAD BUILT IN THE UNITED STATES (AT QUINCY, MASS.). 

1828. FIRST PASSENGER RAILROAD IN THE UNITED STATES BEGUN (AT BALTIMORE, MD.). 

1829. March 4, jackson inaugurated president. 

1830. the fifth census, showing a population OF 12,866,020. 

1831. garrison established "the liberator." 

1832. nullification in south carolina. 

1833. removal of deposits from the united states bank. 

1835. texas declared her independence of mexico. 

1836. June 15, ARKANSAS ADMITTED TO THE UNION. 

1837. January 26, MICHIGAN ADMITTED TO THE UNION. 
March 4, VAN BUREN INAUGUR.\TED PRESIDENT. 

1840. THE FIRST CUNARD STEAMER SAILS FROM LIVERPOOL TO NEW YORK. 
THE SIXTH CENSUS, SHOWING A POPULATION OF 17,069,453. 

1841. March 4, Harrison inaugurated president. 

1842. THE DORR REBELLION IN RHODE ISLAND. 
THE ASHBURTON TREATY CONCLUDED. 

1844. ELECTRIC TELEGRAPH LINE ESTABLISHED BETWEEN BALTIMORE AND WASH- 

INGTON. 

1845. TEXAS ANNEXED BY JOINT RESOLUTION. 
March 3, FLORIDA ADMITTED TO THE UNION. 
March 4, POLK INAUGURATED PRESIDENT. 

December 29, TEXAS admitted to the u.jion. 

1846. May 8, BATTLE OF PALO ALTO, BEGINNING OF THE MEXICAN WAR. 
August 8, DAVID WILMOT INTRODUCED HIS PROVISO IN CONGRESS. 
December 28, IOWA ADMITTED TO THE UNION. 

1847. February 22, 23, BATTLE OF BUENA VISTA. 
March 27, SURRENDER OF VERA CRUZ. 

September 14, CITY OF MEXICO OCCUPIED BY THE AMERICAN FORCES. 

1848. February, TREATY OF PEACE with MEXICO CONCLUDED. 
GOLD DISCOVERED IN CALIFORNIA. 

May 29, WISCONSIN ADMITTED TO THE UNION. 

1849. March 4, TAYLOR INAUGURATED PRESIDENT. 

1850. THE CLAY COMPROMISE PASSED. 

THE SEVENTH CENSUS, SHOWING A POPULATION OF 23,191,876. 

September 9, California admitted to the union. 

1853. march 4, PIERCE INAUGURATED PRESIDENT. 

1854. May 30, the k.ansas-nebraska bill passed. 
1857. March 4, Buchanan inaugurated president. 

March 6, the dred scott decision. 



SECESSION AND THE CIVIL WAR 373 

1858. May II, MINNESOTA ADMITTED TO THE UNION. 

1859. February 14, Oregon admitted to the union. 
October, john brown's raid on harper's ferry. 

i860. THE eighth census, SHOWING A POPULATION OF 31,443,321. 

December 20, SOUTH Carolina seceded. 

1861. jfanuary, MISSISSIPPI, ALABAMA, FLORIDA, GP:0RGIA, AND LOUISIANA SECEDED. 
yanuary 29, KANSAS ADMITTED TO THE UNION. 

February, TEXAS SECEDED; provisional confederate government OR- 
GANIZED. 

March 4, LINCOLN inaugurated president. 
April 12, 13, bombardment of fort sumter. 

April 17, VIRGINIA SECEDED. 

April 19, FIRST BLOOD SHED, IN BALTIMORE. 
May, ARKANSAS AND NORTH CAROLINA SECEDED. 
July 21, FIRST BATTLE OF BULL RUN. 

November 8, MASON and slidell taken from the "trent." 

1862. February 16, surrender of fort donelson. 

March 9, FIGHT between the "merrimac" and the "monitor." 

April 6, 7, battle of pittsburg landing (shiloh). 

April 25, capture of new Orleans by farragut. 

June 25, the seven days' battles before Richmond begun. 

Au£Tist 29, 30, second battles of bull run. 

September 17, battle of antietam. 

December 13, battle of Fredericksburg. 

1863. January I, emancipation proclamation issued. 

May 2, 3 (battle lasted two days), battle of chancellorsville. 

June 20, WEST VIRGINIA ADMITTED TO THE UNION. 
July 1-3, BATTLE OF GETTYSBURG. 
July 4, SURRENDER OF VICKSBURG. 
July 8, SURRENDER OF PORT HUDSON. 

September 19, 20, BATTLE OF chickamauga. 

November 24, 25, BATTLE OF CHATTANOOGA. 

1864. May 5, 6, grant's advance on lee, battle of the wilderness. 
May 4, Sherman's Atlanta campaign begun. 

June 14, GRANT crosses the JAMES ; siege of PETERSBURG BEGUN. 

June 19, THE "ALABAMA'' SUNK BY THE "KEARSARGE." 

August 5, BATTLE OF MOBILE BAY. 

September 2, FALL OF ATLANTA. 

September and October, Sheridan's campaign in the shenandoah valley^ 

October 19, BATTLE OF cedar creek. 

October 31, NEVADA ADMITTED TO THE UNION. 
November 15, SHERMAN'S MARCH TO THE SEA BEGUN. 

December 15, 16, battle of nashville. 
December 21, Sherman enters savannah. 

1865. January 15, FORT FISHER CAPTURED by general TERR\, 

March 4, Abraham Lincoln's second inauguration. 

April I, BATTLE of FIVE FORKS. 

April 2, RICHMOND EVACUATED. 

April 9, SURRENDER OF LEE'S ARMY. 

April 14, PRESIDENT LINCOLN ASSASSINATED. 

April 26, SURRENDER OF JOHNSTON'S ARMY. 

May 10, CAPTURE OF JEFFERSON DAVIS. 

May 23, 24, REVIEW OF THE ARMY AT WASHINGTON. 



IRcconetruction anb tbe 1Rew TTlnion 

CHAPTER XIX 

RECONSTRUCTION DAYS (1865-I871) 

REFERENCES: Scribner's Popular History of the United States, V.; Andrews's 
United States, U. ; Andrews's Last Quarter Century, I. ; Burgess's Civil 
War and Reconstruction ; Woodrow Wilson's Division and Reunion ; 
Richardson's History of Our Country. 

OUTSIDE READINGS: Qoldwin Smith's United States; Alexander H. 
Stephens's War between the States ; Jefferson Davis's Rise and Fall of the 
Confederate Government ; Blaine's Twenty Years in Congress ; McPher- 
son's Political History of Reconstruction ; ilcCulloch's Men and Measures 
of Half a Century. 

361. Condition of the South when Johnson became 
President. — If all the wisdom and tact of Lincoln had been 
required during the war, much more were they needed in 
the trying days of reconstruction. The public debt was 
enormous, and the whole country was suffering from the 
strain of war. Fortunes had been lost, family circles broken, 
and thousands of brave fathers, husbands, and brothers 
slain in battle. Conditions were hardest in the South, where 
wasted plantations and ruined homes bore evidence of the 
terrible havoc of war. Bodies of Union cavalry were scour- 
ing the country in search of Confederate leaders who, when 
captured, were sent to forts and imprisoned until the nation 
should decide their fate. 

" What shall be done with the leading Confederates ? " 
" How shall the milHons of Southern negroes be cared for?" 
Perplexing " In what way shall the seceded States be 

questions. treated?" These were a few of the perplex- 

ing questions of those trying times. It was hard to know 

374 



RECONSTRUCTION DAYS 



375 



what was best to do — so hard that men soon reaUzed that 
Lee's surrender presented new troubles as difficult to settle 
as the problems that brought on the war itself. 

362. Andrew Johnson.' — Andrew Johnson, who suc- 
ceeded Lincoln, was rash, hot-tempered, and self-willed, ut- 
terly without the delicate tact and persuasive power that 
gave Lincoln such a remarkable influence over men. In 
politics he was a strict constructionist, but was devoted to 
the Union. At the beginning 

of the war he was the only 

senator from tiie secession 

States who refused to resign 

his office. At this time he 

was an ardent believer in the 

doctrine of State rights, but 

he had no sympathy with the 

secession movement. This 

was accounted for by the fact 

that he was brought up among 

the " poor whites," and was 

therefore prejudiced alike 

against the rich men of the 

South and the negroes. We 

need not be surprised, then, 

to find him ready to put to death Jefferson Davis and other 

distinguished Confederates, and to show no special concern 

about the protection of the freedmen. 

363. President Johnson's Plan of Restoring the Se- 
ceded States. — By the middle of July, 1865, President John- 

' Andrew Johnson, seventeenth President of the United States (1865-1869), was 
born in Raleigh, North Carolina, in 1808, and died in 1875. His parents belonged 
to the class of people known as the " poor whites," and, therefore, his early ad- 
vantages were extremely limited ; but he was fearless, honest, energetic, and ambi- 
tious. He taught himself to read while apprenticed to a tailor, and after his mar- 
riage his wife taught him to write and cipher. While a young man he removed 
to Tennessee with his mother and sister, who were dependent upon him. There he 
gained the confidence of the people, and occupied one public office after another, un- 
til his election to the Senate of the United States. He was governor of Tennessee 
when he was elected Vice-President, and after Lincoln's assassination he became 
President. 




ANDREW JOHNSON. 



3/6 HISTORY OF THE UNITED STATES 

son took steps to restore the eleven Confederate States to 
their places in the Union. Congress would not meet until 
December, and up to that time* he could carry out his own 
ideas in regard to the S^uth. He appointed provisional 
governors, who were to call upon the white voters in their 
respective States to elect delegates to State conventions. 
These conventions were to pass three votes : (i) To declare 
the Ordinances of Secession to be null and void ; (2) to repu- 
diate the Confederate war-debt ; (3) and to ratify the Thir- 
teenth Amendment, which forever abolished slavery in the 
United States.^ The votes having been passed by all the 
seceded States, the President recognized the State govern- 
ments'^ and declared them ready to be represented in Con- 
gress (December, 1865). 

364. The Freedmen and Southern Legislation. — It was 
believed in the South that the freedmen, having so long 
been accustomed as slaves to the direction of masters and 
overseers, would not work unless compelled by law, and 
that the safety of the South was threatened by the pres- 
ence of several million ignorant and shiftless beings. 
Southern Legislatures, therefore, began to enact laws whose 
results would have been to reduce the negroes to a condi- 
tion little short of actual slavery. These laws aroused in- 
dignation in the North and had great influence in shaping 
the work of reconstruction. 

365. The Congressional Plan of Reconstruction in the 
Seceded States (1867). — When Congress met in December, 
1865, the Republicans refused to admit the representatives 
and senators from the seceded States until something 
President John- should be donc to protcct the freedmen in 
fng toward Con" ^^cir civil rights. This action made Presi- 
gress. dent Johnson furious against Congress. He 
declared that it had no more right to keep a State out of 
the Union than the States had to secede from the Union. 

' This amendment did for the whole United States what the Emancipation Proc- 
lamation did for the seceded States. 

* Johnson's plan of restoring the seceded States was similar to that outlined by 
Lincoln in his " Presidential Theory " of reconstruction. 




•£Sr°S3*o:»i:S"<gi^<E 



378 HISTORY OF THE UNITED STATES 

His bitterness increased until it led him to lose all sense 
of dignity and propriety as he gave expression to his violent 
feelings. In a short time he turned his party in Congress 
against him. As they numbered two-thirds of both the 
Senate and the House they could enact any laws they 
pleased, in spite of the President's veto. Johnson soon ac- 
cused them of keeping out the Southern representation for 
this specific purpose. But the more he accused, the more 
solid became the ranks of the Republicans opposed to 
him. 

By 1867 Congress had worked out a simple and thorough 
plan of reconstruction which it boldly proceeded to execute. 
Two essential By this plan, (i) the Confederate leaders were 
features of the excludcd from votiug or holding office until 

Congressional ^ 1 / 1 r 

plan. pardoned by Congress, and (2) the freedmen 

were given the ballot. In other words, those who a few 
years before had been slaves were given large influence in 
public affairs, while many of their former masters were left 
without any political power whatever. No seceded State 
could be represented in Congress until it should submit to 
these two conditions. To indicate its submission each State 
was to ratify the Fourteenth Amendment.^ 

366. The Work of Reconstruction Complete. — It is 
needless to say that the Southern people indignantly op- 
posed these laws. They thought Congress unjust to deny 
the right of suffrage to the most intelligent and influential 
whites, and at the same time to give it to the ignorant 
blacks. But by June, 1868, seven "^ of the States had submit- 
ted, and their representatives were admitted again to Con- 
gress. By January 30, 1871, the work of reconstruction had 
been completed, and all the States were again represented 
in Congress. 

> This made the freedman a citizen, declared that the Confederate leaders should not 
fill any public office until pardoned by Congress, and that while the debt of the Union 
should be paid, the debt of the Confederacy should not be paid. Tennessee was the 
first of the Confederate States to accept the Thirteenth and Fourteenth Amendments, 
and Congress voted, July 24, 1866, that she was entitled to representation. 

' These States were Tennessee, North Carolina, South Carolina, Florida, Alabama, 
Louisiana, and Arkansas. 



RECONSTRUCTION DAYS 



379 



367. Bitter Struggle Between President Johnson and 
Congress (1867-1868).— The President, as we have seen, had 
not agreed with Congress about the plan of reconstruction. 
The quarrel between them grew more bitter. Congress 
continued to pass measures over his veto, and he con- 
tinued fiercely to attack that body in his speeches. This 
most unfortunate and undignified contest was brought to 
a climax by the Tenure of Office Act. Up to The Tenure oi 
that time it had been held that, while the ofHceAct. 
President could appoint no high officials without the Senate's 
approval, he could remove them at his pleasure. But in 




TICKET OF ADMITTANCE TO PRESIDENT JOHNSON S IMPEACHMENT TRIAL. 

March, 1867, Congress passed the Tenure of Office Act, pro- 
viding that the President should not, without the consent 
of the Senate, remove any office-holder whose appointment 
required the consent of the Senate. In August, during the 
Congressional recess, Johnson removed from his Cabinet Mr. 
Stanton, Secretary of War, and appointed General Grant to 
fill the position. When the Senate again met, it refused to 
sanction Stanton's removal, and General Grant withdrew. 

368. Congress Impeaches President Johnson. — The 
President, believing that the Tenure of Office Act was 
unconstitutional, refused to obey it, and again removed 
Secretary Stanton, putting General Thomas in his place. 
The House then impeached the President ; that is, it accused 
him of failing to do his duty as the executive head of the 



380 HISTORY OF THE UNITED STATES 

nation. He was tried before the Senate, Chief Justice 
Chase presiding. As in all cases of impeachment, the Sen- 
ate acted as a high court, a two-thirds vote being necessary 
to secure conviction. More than two-thirds of the Senators 
were Republicans, but seven of them voted for acquittal, 
making the vote stand thirty-five for conviction and nine- 
teen for acquittal. The President had won by a single 
vote. 

369. Negro Suffrage and Carpet-bag Rule (1868-1871). 
— Before the work of reconstruction was completed, the 
The neero a freed- Fifteenth Amendment had become a part of 
man, a citizen, the Constitution. The Thirteenth Amend- 
andavoter. mcnt (1865) made the negro a freedman, the 

Fourteenth Amendment (1868) made him a citizen, and the 
Fifteenth Amendment (1870) made him a voter. With the 
right of suffrage in his grasp, his friends hoped that he 
might protect himself against oppression. But he was too 
ignorant to become a voter or lawmaker. As a slave he 
had not only been kept in ignorance, but, by his master's 
care for his wants, had been deprived of all sense of respon- 
sibility. One could hardly expect that all at once he would 
become an intelligent voter. 

The whites tried by bribes and other means to keep the 
negroes away from the polls. When mild means failed, vio- 
lence was used. As a natural result there was great disor- 
der. The negroes were joined by a small number of white 
men, some of whom wxre adventurers from the North, 
Great disorder. Called " carpct-baggcrs " because they were 
heavy taxes, and said to havc brought all their posscssious in 
bad laws. their carpet-bags, and others were Southern 

men, called "scalawags" and despised as traitors by the 
South. Doubtless many of these white men w-ere honest in 
their convictions, but some of them used the blacks as 
tools for their own political advancement. The Legislatures 
made bad laws and levied heavy taxes upon property owned 
mostly by the whites who could not vote. Vast sums of 
money were wasted or stolen, and State debts were enor- 
mously increased. 



•RECONSTRUCTION DAYS 



381 



370. The Ku-Klux Klan (1868-1871).— Naturally, men 
of property and intelligence resented these unjust prac- 
tices, and determined to put a stop to them. At first the 
whites used peaceable means, and soon got control in some 
of the States. But in others, especially where the blacks 
were in a majority, the whites were not so successful. In 
those States attempts were made to terrify the freedmen. 
Much of this terrorizing was done under the name of a 




The Horrible St^pnl^Ure aud Bloody Mooft has at laat arrived, 
Bomo live to-day tomorrow "i/ic" We the undersigned understand thiouph n..> 
Gr»nd - Vj/.-lopi- that you have recomnieoded a big Black Nigger for Male agent ou 
Oiir nu rode ; wel. sir, Jest you understnnd in time it he gete on the rode yon can 
make up your mind to pull roape. It vou have any thing to say iu' regard to th« 
Matter, meet the Grand Cyclops and Conclave at Den No. 4 at 13 o'clock midjught, 

••When you are in Calera we warn von to hold your tounge and not epcak so cnucb 
with your month or otherwise yon ivill he taken on supprise and led ont by the Klao 



and learnt to stretch hemp. Beiva 
(Signed) 



* Toa ksov who. 



Asd aU ot^«n of the iUau.^* 



Bewai 
■PHILUP ISENBAUM, 

••Orand C^/dt/m 
"JOHN EANKSTOWN 
•ESAU DAVliS. 
•MARCUS THOMAS. 
■BLOODY BONES. 



A KU-KLUX "warning" IN MISSISSIPPI. 



secret society called the Ku-Klux Klan, which existed 
throughout the South. 

It was at first a sort of police organized by the young 
men of Tennessee as a pleasurable means of keeping the 
negroes under control by working upon their superstitions. 
Its members wore hideous masks and dis- Brutal methods 
guises, and did much of their work at night. oftheKu-Kiux 
As disorder increased, " dens," or Ku-Klux '^'""* 
societies, multiplied, especially in those States where the 
blacks were in a majority. Usually the knowledge that a 
" den " was organized in the vicinity was enough to terrify 
the negroes into submission. When that was not sufficient 



382 HISTORY OF THE UNITED STATES 

the Ku-Klux Klan, or men who pretended to belong to the 
society, began to whip, maim, and even murder the freedmen 
and their white Republican friends. Finally, law-abiding 
citizens of both parties, aided by the National Government, 
united to put down the disorder, and by the close of 1871 
had succeeded. 

371. Difficulties and Results of Reconstruction. — The 
reconstructed governments which were in the hands of the 
negroes, assisted by their white friends, appealed to Presi- 
dent Grant ' for national troops to help them secure order. 
These were sent, but before 1877 the whites had gained 
control in all but three States, South Carolina, Florida, 
and Louisiana. The presence of bayonets in President Grant 
aid of the reconstructed governments had !!""« *Tr *** 

o the South to se- 

greatly irritated the Southern whites, who had cure order, 
thus been prevented from getting complete political control. 
The North did not clearly understand the situation, and 
the South found it hard to yield to the changed conditions. 
There was a great effort made on each side to do the best 
thing under the circumstances, but the difficulties were un- 
usually great. The Southern legislation of 1865, under 
Johnson's plan of restoration, showed the danger of leaving 
the freedmen without the protection which the suffrage 
would seem to give, while on the other hand the freedmen 
themselves were densely ie^norant and utterly _ 

r 1 • 1 1 • f 1 1 1 1 ^he negro voter. 

unht to make an mteihgent use 01 the ballot. 
The Southern whites often refused to let the negro cast 
his ballot, and in many cases refused to count it when it 
had been cast. But such a state of affairs is not likely to 

' Ulysses S. Grant, eighteenth President of the United States (1869-1877), was 
born at Point Pleasant, Ohio, in 1822, and died at Mount McGregor, near Saratoga, 
New York, in 1885. He was the oldest of six children, and in his boyhood helped 
his father in the work of the farm. The name given him by his parents was Hiram 
Ulysses. On receiving his cadetship at West Point, however, he found that his 
name had been inserted in the official appointment as Ulysses S. Although Cadet 
Grant informed the authorities at West Point of the mistake, they did not rectify it. 
His name ever after remained Ulysses S. He was inaugurated as President March 
4, 1869. At the close of his first term he was re-elected. After retiring from 
public life he made a tour of the globe, and received distinguished attention where- 
ever he went. 



RECONSTRUCTION DAYS 383 

continue. As the negro becomes intelligent he will doubt- 
less be allowed to cast his vote as he pleases. Since he 
has the constitutional right to vote, the Northern and South- 
ern people alike see the great necessity of educating him so 
that he may be qualified to exercise that right. 



TO THE PUPIL 

1. What perplexing questions called for answers at the close of the 

war ? It was a trying time for the new President. Can you tell 
what his peculiar political views were ? 

2. What steps did he take to restore the seceded States ? What three 

votes w^ere the State conventions required to pass before the se- 
ceded States could be restored to their places in the Union ? Re- 
member that these things were done between the time w^hen John- 
son became President (April 15, 1865) and the meeting of Congress 
in December of the same year. 

3. Before this meeting, however, what laws were passed by Southern 

Legislatures, and with what effect ? Why, then, did Congress refuse 
to admit representatives and senators from the seceded States? 

4. What were the two essential features of the Congressional plan of 

reconstruction ? 

5. You will observe the increasing bitterness of the disagreement be- 

tween Johnson and Congress. What was the Tenure of Office Act ? 
Why did Congress impeach the President ? Which do you think 
had the right attitude toward the Tenure of Office Act, the Presi- 
dent or Congress ? Give reasons for your answer, 

6. What effect did the Thirteenth, Fourteenth, and Fifteenth Amend- 

ments have upon the political condition of the negro ? What kind 
of voter and law-maker did he make ? What was the Ku-Klux Klan ? 
Prepare to write five minutes on the difficulties and results of recon- 
struction. 

7. Note the dates, 1865-1871, of this reconstruction period and bear in 

mind the fact that Andrew Johnson was President nearly four of 
these years. His administration was, in some ways, as critical as 
that of President Lincoln during the Civil War, 1861-1865. These 
two groups of dates are important enough for you to know them 
accurately. 

8. Read the pages of McCulloch's Men and Measures of Half a Century 

that refer to the difficult problem of reconstruction. 



iBSi:!:'i!ii''"!rW!'7I!S""S^^ ...w[iri""f«||iY'i«w'"'"'-'"ili||jji^i|'i|i1'|mi.iil| 



lui;il»;j.Kii;M,..i,,u:U,l,;,„ 




CHAPTER XX 

THE NEW SOUTH (1877-1897) 

REFERENCES : Scribner's Popular History of the United States, V. ; Andrews's 
United States, II. ; Andrews's Last Quarter Century, I. ; Woodrow Wil= 
son's Division and Re-union ; Richardson's History of Our Country. 

OUTSIDE READINGS: Grady's New South; Appleton's Annual Cyclopedia ; 
Cyclopedic Review of Current History ; various magazine articles ; the IVorld 
and Tribune almanacs, each issued annually. 

372. President Hayes Withdraws the Troops from the 
South (1877). — When Hayes' became President many of the 
problems of reconstruction remained still unsolved. He, 
nevertheless, withdrew the Federal troops from the South, 
leaving- the Southern people to settle their difficulties alone. 
This was a wise measure, for as long as Federal bayonets 
were employed in the South, Southern men were kept in 
a state of irritation against the Federal government. The 
Republican governments in the South had been supported 
by Federal troops, but as soon as they were withdrawn the 
Democi"ats got control. The South was now " solid ; " that 
is, the solid white ^ vote was in control, and was Democratic. 

' Rutherford B. Hayes, nineteenth President of the United States (1877-1881), 
was born in Delaware, Ohio, in 1822, and died in Fremont, Ohio, 1893. After 
graduating from Kenyon College he studied law at Harvard University. Entering 
the Union army during the Civil War, his gallantry and meritorious service led to 
his promotion to the rank of brigadier-general. In 1865 he resigned his commission 
because he had been elected to represent his district in Congress. Three times he 
was elected governor of Ohio. His popularity in that great State had a large influ- 
ence in securing his nomination by the Republicans for the Presidency. 

- Only a small fraction of the whites joined the negroes in voting the Republican 
ticket. 

38S 



386 



HISTORY OF THE UNITED STATES 



373. Eads and the Mississippi Jetties (1879). — Hayes's 

administration was fortunate enough to accomplish a great 
engineering achievement of vast importance to the South. 
The Mississippi River brings down large quantities of mud 
which, in its natural course, it deposits when its current 
The mud bars at bccomcs slowcr ou reaching the Gulf of Mex- 
the mouth of the ico. Thcse dcposits fill up the channel at the 
Mississippi. mouth of the river, thereby preventing the 

passage of heavy ships. Formerly these mud bars were a 

great hindrance to the ship- 
ping industry of this great 
seaport of the Southwest, and 
many millions were expended 
both by the United States 
Government and Louisiana 
for the removal of the bars 
and the deepening of the 
channel ; but the work was 
not successful. 

In 1874 Captain James B. 
Eads, an engineer who had 
built the magnificent steel 
bridge spanning the Missis- 
sippi River at St. Louis, pro- 
posed a different plan. He 
had noticed that where the river was narrow and the cur- 
rent swift, the channel was also deep. He believed, there- 
^ . . „ . fore, that by narrowing the river at the mouth, 

Captam Eads ' y o ' 

proposes the a deeper, swifter current could be secured, 

"jetty system." ^yi^j^^]^^ \^y j^g natural forcc, would make and 
keep the channel free from obstructing deposits. Hence 
he proposed the " jetty system," which had been in use in 
Europe for more than a century. 

Captain Eads met with great opposition, but Congress 
finally allowed him (1875) to make a trial of his plan on one 
Success of the of the Smaller mouths. In the contract time, 
p'^n- four years, he succeeded in all he had planned to 

do, and made the channel deep enough to float the heaviest 




RUTHERFORD B. HAYES. 



THE NEW SOUTH 



387 



steamships as far up the river as New Orleans. This was a 
gigantic undertaking, but its success has brought great in- 
crease of wealth both to New Orleans and the country at 
large. 

374. The New South. — As the South became politically 
peaceful her industries took a new start. We have al- 




A SOllH CAROLINA COTTON-FIELD. 



Cotton. 



ready noted that before the war the Southern people be- 
lieved that slavery was necessary for the cultivation of 
their staples, especially cotton. Statistics since 
the war show us how greatly they erred in 
this belief. The largest cotton crop under slavery was 
about four and a half million bales (i860); in 1890 it was 
nearly seven and a half million bales. The South furnishes 



388 HISTORY OF THE UNITED STATES 

two-thirds of the world's supply of cotton. The United 
States exports annually, on an average, cotton valued at 
$250,000,000, and supplies our own mills with half as much.^ 
We must remember, too, that this is in spite of the fact 
that much labor has been turned in other directions. 

The South is no longer exclusively devoted to agri- 
culture (1897). There is scarcely an industry common to 
other parts of the country which has not been taken up 
there. Before the war there were very few 
railroads, the great network of rivers form- 
ing natural highways for trade, except in mountainous re- 
gions. But in the last twenty-five years railroads have 
spread in every direction, and hundreds of mills and fac- 
tories have sprung up. 

It is not too much to say that the South promises to be- 
come unsurpassed in the production of manufactured goods. 

Chattanoogfa (Tennessee), Birmingham (Ala- 
Manufacturing, o \ y o \ 

bama), and Anniston (Alabama), have flourish- 
ing iron and steel factories, rivalling those in the North. It 
has been predicted that that portion of southern Tennes- 
see, northern Alabama, and Georgia, which includes these 
cities, may in time take the lead of the world in the pro- 
duction of iron and steel. Nashville is now an important 
manufacturing and commercial city, and has one of the 
largest iron foundries in the country, and several large cot- 
ton factories. Chattanooga has a tannery believed to be 
the largest in the world, and stands next to Chicago in its 
lumber trade. It has also steel factories. In these, colored 
workmen are almost exclusively employed, and they are 
very skilful. It is of great advantage to these Southern 
factories that their raw materials, cotton, iron, coal, and 
lumber, are close to the manufacturing centres. 

' Our other exports of highest value in 1890 were as follows: 

Wheat and flour $102,000,000 

Pork products 85,000,000 

Beef products 62,000,000 

Maize 42,000,000 

Total $291,000,000 



THE NEW SOUTH 



389 



The mountains of Tennessee, Alabama, and Georgia 
furnish rich mineral products, including- the finest marble 
in the country, and extensive coal-tields. It Natural mineral 
is estimated that at the present rate of con- resources, 
sumption these coal-fields could supply the world for one 
hundred and fifty years. In variety of agricultural devel- 
opment, Florida has taken the lead. It is the early market- 
garden of the North, and 
bids fair to rival South 
Carolina and Louisiana in 
their respective staples of 
rice and sugar. It is very 
rich also in ornamental 
woods. 

The development of the 
new South has been almost 
as remarkable as that of 
the West. At the close of 
the Civil War many of its 
resources were as little 
known as those of the great 
Western region, but when 
they were once opened the 

development Prosperity in 

w as much *he south. 

more rapid. Up to 1880 
the progress w^as not 
marked, but since that time 

it has been nothing short of marvellous. Northern capital 
has flowed in ; the energies of Southern men, held in check 
under the system of slavery, have been directed to new 
industries ; and the better class of negroes, forced to depend 
upon themselves, have worked harder and to better advan- 
tage. The South is no longer sectional. Her industries are 
varied ; her interests and feelings are national. Nowhere 
does loyalty to the Union find more sincere expression than 
in the South. 

375. The New Orleans Cotton Centennial (1884).— The 




SOME FLORIDA PRODUCTS : BANANAS 
AND COCOANUTS. 



390 HISTORY OF THE -CTNTrED STATES 

improved state of the South, under the new conditions, was 
particularly evidenced by a great exhibition. In 1884 a 
Cotton Centennial was held at New Orleans, to commem- 
orate the first shipment of cotton from the United States. 
In 1784 eight bags were shipped from Charleston, South 
Carolina; in 1884 nearly four million bales were exported 
from our country. Two millions of these were sent from 
New Orleans, which had become the most important cot- 
ton port in the world. 

This Centennial Exposition was a striking revelation of 
the vast changes that had been taking place in New Orleans 
New Orleans siucc the closc of the War. In i860 it was mainly 

In 1884. a commercial city. Twenty-four years later it 

had not only become a great railroad centre, but had an im- 
mense capital invested in various kinds of manufacturing 
and an export trade ranking second only to that of New 
York City. Its trade with foreign countries has been vastly 
increased by the construction of the Mississippi jetties. 

376. The Atlanta Exposition (1895).— Another evidence 
of the changes wrought in the industries of the South is 
found in the Cotton States and International Exposition, 
held at Atlanta, Georgia, in the autumn of 1895. To make 
a successful exhibit so soon after the World's Columbian 
Exposition (1893) was an enterprise of unusual ditificulty, 
but in beauty, extent, and significance, the result fully justi- 
fied the attempt. The Exposition at Atlanta was a great 
object-lesson to the country at large of the wonderful nat- 
ural resources of the South, the variety of its manufactured 
products, the skill of its workmanship, and the surprising 
advance made by the negroes. 

377. The Freedmen and Education (1865-1897). — We 
hear much said about the race problem in the South, but 
we need have no fear. Education is slowly finding a way 
out of the difficulty. The South now gives more than $7,- 
000,000 a year to educate nearly a million and a half colored 
children. Moreover, two and one-quarter millions of ne- 
groes in the South can now read and write. Since the war 
the South has spent more than $75,000,000 upon negro 



THE NEW SOUTH 391 

education, the Southern whites having cheerfully taxed 
themselves to give the blacks a start in life. The North, also, 
has generously contributed nearly $40,000,000 for the same 
purpose. The fund of $3,500,000 given by George Peabody 
for education in the South, and $1,000,000 given by John F. 
Slater, for educating the freedmen in the South, aided by 




A NIGHT VIEW OF THE ATLANTA EXPOSITION. 

the immense work done by various religious denominations 
of the North, are causing rapid changes in the social and 
political conditions of that region. 

Then, too, such institutions as Hampton School (Hamp- 
ton, Virginia), Fiske University (Nashville), ,„d„,tHai prog, 
and Tuskegee Normal and Industrial Institute ressof the 
(Tuskegee, Alabama) are giving young col- freedmen. 
ored men and women the training best suited to make them 
leaders among their people in all parts of the South. In 



392 HISTORY OF THE UNITED STATES 

1865 the freedmeii had no property; they now have over 
$300,000,000 worth. This fact shows that the former slaves 
have made marvellous progress industrially. And the in- 
dustrial training that the normal schools for the colored peo- 
ple are now giving will still better prepare the freedmen to 
make an intelligent use of their opportunities. 



TO THE PUPIL 

1. Note the dates of the period you are now beginning to study, 1877- 

1897. Grant was President in 1869-1877. Can you give in order the 
Presidents and the dates of their administrations, up to the time of 
Hayes's administration ? Do not fail to learn them. 

2. Why did President Hayes withdraw^ the Federal troops from the 

South ? Do you think his action was wise ? Give reasons for your 
answer. What is meant by the " solid South ? " 

3. What changes have been wrought in New Orleans since the war ? 

4. In studying the important paragraph headed The New South, note 

the sub-topics — cotton, railroads, manufacturing, natural mineral re- 
sources. By a careful study of these sub-topics, you will see clearly 
how different is the New South without slavery from the Old South 
with slavery. What has been done for the education of the freedmen, 
and with what results ? 



CHAPTER XXI 

THE NEW WEST (1865-1897) t 

REFERENCES: Scribner's Popular History of the United States, V. ; Andrews's 
United States, II. ; Andrews's Last Quarter Century, I. and II. ; Woodrow 
Wilson's Division and Re-union ; Richardson's History of Our Country. 

OUTSIDE READINGS: Appleton's Annual Cyclopedia; Cyclopaedic Review 
of Current History ; various magazine articles ; the IVorld and Tribune alma- 
nacs, each issued annually. 

378. Population and Immigration. — A reference to the 
table of population for the United States/ according- to the 
census taken every ten years, from 1790 to 1890, will 
show that the increase has been exceedingly rapid. In 
1890 the population was 62,622,000. It is now (1897) about 
74,000,000, making the rate of increase since 1890 more than 
one and three-quarter millions a 3'ear. 

'population, 1790-1890 



1790 3,929,214 

1800 5,308,483 

1810 7,239,881 

1820 ... 9,633,822 

1830 12,866,020 

1840 17,069,453 



1850 23, 191,876 



i860 



31,443,321 



1870 38,558,371 

1^80 50. 155.783 

1890 62,622,250 



IMMIGRATION, 182O-1896 



182O-184O 750.949 

184I-185O 1,713,251 

1851-1860 2,598,214 

1861-1870 2,466,752 

187I-1880 2.944,695 



10,473,861 



1881-1890 5,238, 728—10,473,861 

189I 560,319 

1892 623,084 

1893 502,917 

1894 314,467 

1895 279,948 

1896 343,267— 7,862,730 



Total, 1820-1896. . . . 18,336,591 



393 



394 



HISTORY OF THE UNITED STATES 




railroads 
uniteeTstates 

1870 



A comparison of the table of population with the table 
of immigration will show that since i860 a large part of 
the increase has been due to immigration. From 1820 to 
1897 more than 18,000,000 foreign immigrants came to the 
Immigration United Statcs. In the decade preceding the 

since 1880. ]^5^ ccusus (1881-1890) the numbcr reached 

about five and a quarter millions, and during the years 1881 
-1897 immigrants have been swarming into the United 
States at an average rate of nearly 500,000 a year ; that is, 
about two-fifths of all the foreign immigration since 1820 
have come into this country since 1880. 

It is estimated that the better classes of immigrants 
brought with them an average of at least $80 apiece, mak- 
ing a very large sum in the aggregate. If we add to this 
Value of immi- ^^'^ their powcr to produce wealth by their 
grants to tiie work, their Contribution to the nation's wealth 

United states. ^-^^ ^^ jf^^^^^^^l ^^ ^^ cnomious. Without for. 

eign immigrants, a large part of whom were skilled labor- 
ers when they came, and have made valuable citizens, it 



THE NEW WEST 



395 




RAILROADS 

o;tbe 

UNITED STATES. 
1894. 



would have been impossible to develop the resources and 
increase the wealth of the country so rapidly. 

But within the past ten or fifteen years the general char- 
acter of the immigrants has not been so good as formerly, 
the average of intelligence and morals being much lower 
than it was before that time. The worst elements among 
them, including paupers and criminals, become a burden 
upon society and seriously tax the strength of our republi- 
can institutions. 

379. Influence of the Public Lands on our National 
Growth. — The foundation for our extraordinary national 
growth and increase in population has been the vast area 
of the public lands. These have been sold for very small 
sums in order to get them into the hands of the people, 
who have speedily brought them under cultivation. 

At first it was the policy of the govei-nment to sell 
these lands in order to increase the public revenue, but it 
was afterward thought wiser to use them for the purpose 
of developing the wealth and increasing the population of 



396 HISTORY OF THE UNITED STATES 

the country. In 1841, by what is called the pre-emption^ 
system, Congress began to sell farms on the public lands 
The pre=eniption at the low pricc of $1.25 an acre. This was 
system. upou coudition that the purchaser would oc- 

cupy and cultivate the land. 

Easy as these terms were, more liberal ones were de- 
sired. The growing sentiment in the West was that the 
land belonged to the people and that the United States 
should grant free homes on the public domain. Finally, 
The Homestead after much debate, Congress passed, in 1862, 
Bill. the Homestead Bill, which is still in operation. 

This enables settlers to secure farms of one hundred and 
sixty acres free of payment, except a small fee for legal ex- 
penses, on condition of settlement. This method has proved 
very successful in establishing homes and communities, 
thus increasing the value of the lands and the strength of 
the nation. 

380. Westward Expansion. — American history has been 
largely the history of westward movement from the Atlan- 
tic to the Pacific. At the close of the Revolution (1783) the 
area of settlement was confined, for the most part, between 
the Alleghanies and the Atlantic. By 1825 it had reached 
the Mississippi; by 1850 the Missouri,^ and bv 1890 the Pa- 
cific coast.^ We thus see that the westward movement 
was at first slow, requiring about one hundred and fifty 
years to reach the Alleghanies. 

But after 1825 it was wonderfully rapid. This marvel- 
lous expansion w^as in a large measure due to the opening of 
The opening of the prairics, which were easily brought under 
the prairies. Cultivation because they were almost free from 

trees. In the forest-covered regions farther east from forty 
to fifty days' labor was required to clear an acre of land for 

* Pre-emption gives the settler the first right of purchase as against the investor 
or speculator. 

' The gold-mining region of California is not here taken into account. 

' In 1889 North Dakota, South Dakota, Montana, and Washington were ad 
mitted to the Union, in 1890 Idaho and Wyoming, and in 1896 Utah, making 
the number of States in the Union forty-five. 



THE NEW WEST 



397 



tillage, but only three or four days per acre were required in 
the prairie region. Moreover, the soil was rich and fertile, 
and needed little cultivation. 

These great waves of migration had two important re- 
sults : (i) They made labor scarce and, therefore, wages 
high in the East ; (2) they led to an enormous Results of west- 
increase in food products and, therefore, low- ward migration, 
ered the cost of food. Both of these conditions were of im- 
mense advantage to the workingmen, and they help us to 






SALT LAKE CITY. 



realize how much the general welfare of the people has 
been increased by the settlement and cultivation of the 
western part of the country. 

381. The Mormons. — Among the many settlers of the 
West was a peculiar people who wished to remove so far 



398 HISTORY OF THE UNITED STATES 

from the rest of the world that they should never be dis- 
turbed. Their entire history is remarkable. In 1840 a 

small company of these people, under the lead- 
Joseph Smith. , , c 1 T 1 r^ • , ,1 

ership 01 a man named Joseph bmith, settled 
Nauvoo, Illinois. Smith pretended to have received, by 
revelation from God, the Book of Mormon, and upon its 
teachings he founded a religious sect. The Mormons, as 
they were called, did not consider themselves bound by the 
State laws, but responsible only to their leader and prophet. 
Their peculiarities made them very disagreeable to their 
neighbors, especially when they began the practice of po- 
lygamy. Indignation against them became intense and cul- 
minated in a riot, in which Smith was killed (1844). 

Under their new prophet, Brigham Young, they soon 
after emigrated to the desert region of Salt Lake valley. 
Thrift of the Mor= There the Mormons prospered. With com- 
mons in Utah. mendable industry and thrift they transformed 
the desert, by irrigation, into fertile land, and soon built 
Salt Lake City. Much credit is due to them for the rich 
cultivation under which they brought the surrounding 
land.i 

382. The Pacific Coast and Chinese Immigration. — 
A less desirable increase of population came from the far 
East, at first in comparatively small numbers, but at length 
in such large bodies as to cause a general demand for re- 
pressive measures. These people were the Chinese. In 
1888 the Chinese Exclusion Act was passed to prevent the 
further immigration into the United States of Chinese la- 
borers. Although at that time not more than 100,000 Chi- 
nese were in the United States, 75,000 of whom were in 
California, the American people, especially those on the 
Pacific coast, were bitterly opposed to any further Chinese 
Three reasons for immigration. For this opposition there were 
opposition to several reasons, i. The Chinese brought no 

Chinese immi^ o 

gration. families with them, because they did not intend 

to remain and become citizens; they showed little interest 
in American affairs and almost no inclination to adopt our 

' The Mormons acted together in State pohtics also. 



THE NEW WEST 399 

customs. 2. As they lived more meanly than the whites, 
eating little but rice, they could work for lower wages, and 
in this way they greatly injured our laboring men. 3. It 
was feared that in time they might come over in such vast 
hordes as seriously to endanger our institutions. The Ex- 
clusion Act has not been effective, however, as it has been 
difficult to prevent the Chinese from coming across the bor- 
der of Canada, where there is no law against their immigra- 
tion. 

383. The Pacific Railroads Furnish the Short North- 
west Passage to China, Japan, and the Indies. — It is 
well to remember that the westward growth of population 
has depended much on easy, cheap, and rapid transporta- 
tion, in which the railroad has played a most important part. 
The first trans-continental railroad, the Union and Central 
Pacific, was completed in 1869. It extended from Omaha, 
Nebraska, to San Francisco, California. Work had been 
progressing upon this road for six years, one party working 
east from San Francisco, the other west from Omaha. 
The parties met at Ogden, Utah. Since that time four 
other Pacific railroads have been built, so that there are 
now five great trunk lines connecting the At- The four Pacific 
lantic with the Pacific coast. The value of wesTm TJlie- 
these Pacific railroads to the United States ment. 
can hardly be estimated ; for they have brought into service 
immense areas of land otherwise of trifling value. Without 
these roads and their network of branches running in all 
directions through the agricultural and mining regions of 
the West, the rapid settlements made in the last fifty years 
would have been impossible. 

At the close of the Revolution, Frederick of Prussia de- 
clared that no single republic could be held together in a 
territory so vast as that stretching from Maine to Georgia. 
He believed it would break into sections or give place to a 
monarchy. A like argument was made by a United States 
senator when the Oregon country came under discussion in 
1843. This senator urged that such a far-off land could 
never become an integral part of the United States; that 



400 HISTORY OF THE UNITED STATES 

it would require ten months out of every twelve for the 
representatives in Congress from a State so remote to go 
The railroad and to and from Washington. But we can now go 
the telegraph from Ores^on to Washing-ton in less time than 

help to maintain <=> o 

the Union. John Adams could go from Boston to Phil- 

adelphia in the days of the Continental Congress. Steam 
and electricity, applied to the transportation of men and 
goods and the transmission of thought, enable us to main- 
tain a republic over an area of vast extent. It is difficult 
to see how the North, the South, the East, and the West, 
with their widely differing interests, could be held together 
in one great Union without the railroad and the telegraph. 

But the effects of the Pacific railroads on international 
trade, also, have been striking. Americans in the nineteenth 
A short route to ccutury havc fouud what Europeans so eagerly 
China and Japan, sought in the fifteenth, sixteenth, and seven- 
teenth centuries — a short northwest passage to China, Japan, 
and the East Indies. Formerly, vessels with tea from China 
and spices from the East Indies sailed around Cape Horn 
and reached our eastern coast after a five or six months' 
voyage. Now cargoes of these products are brought to 
San Francisco and reshipped by rail to New York, the 
whole distance being covered in five or six weeks. The 
Pacific railroads have thus not only shortened the journey 
between Asia and the United States, but have reduced the 
cost of goods b}' diminishing freight charges. 

384. The Arid Region and the Problem of Irrigation. 
— With the extension of facilities for transportation the 
rapidly increasing population of the country began to turn 
to the districts that yet remained unoccupied. Under the 
Homestead Law nearly all of the fertile land of the West, 
in regions of sufificient rainfall for agriculture, has been 
taken up by settlers.^ But there is a great district which is 
barren until it is improved by irrigation. This arid and 
semi-arid region extends from the looth meridian west- 

' Areas of fertile land still open to settlement are found in the forest regions of 
northern Wisconsin and Minnesota, and in those west of the Cascade Mountains in 
Oregon and Washington. 



THE NEW WESt 



401 



ward to a belt of covmtry lying within about two hundred 
miles from the Pacific coast. It includes the whole of 
Idaho, Wyoming, Nevada, Utah, Colorado, Arizona, and 
New Mexico, and parts of Washington, Oregon, Califor- 
nia, Montana, North Dakota, South Dakota, Nebraska, Kan- 
sas, and Texas. This vast region contains at least 1,000,000 




square miles, or an area equal to more than two hundred 
States like Connecticut. The soil is of great depth, and is 
exceedingly fertile when watered by irrigating canals and 
ditches.^ Professor Shaler estimates that the area of this 
immense arid region which may be won to tillage by irri- 
gation is probably not more than ten States like Con- 
necticut. 

> Inigation has been .successfully introduced in Utah, Colorado, California, 
Idaho, and Arizona. 
26 



402 HISTORY OF THE UNITED STATES 

385. Forest Reservations.— Under authority from Con- 
gress President Harrison withdrew from public sale 18,- 
000,000 acres of forest-covered public lands. The move- 
ment in the direction of forest preservation is exceedingly 
important, because forests hold water in the ground and let 
it drain off gradually. They thus influence the volume of 
water in rivers, and therefore greatly aid irrigation. 



TO THE PUPIL 

Why did our government, from the first, sell the public lands at very 
low prices ? What was the Homestead Bill ? 

Trace on your map the advance of Western settlement and note the 
marvellous expansion due to the opening of the prairies. 

What objections have been urged against Chinese immigration? 
What do you think of these objections ? What influence has the 
building of the Pacific railroads had upon trade vyith China, Japan, 
and the Indies ? upon Western settlement ? In this connection re- 
view the pack-horse, the flat-boat, the steamboat, the national road, 
and the Erie Canal. 

Trace on your map the arid region and show what connection irriga- 
tion has with it. How many States like your own could be included 
in this region ? 



CHAPTER XXII 

THE NEW UNION (1865-I897) 

REFERENCES: Scribner's Popular History of the United States, V.; Andrews's 
United States, 11. ; Andrews's Last Quarter Century, I. and II.; Woodrow 
Wilson's Division and Re-union; Richardson's History of Our Country, 

OUTSIDE READINGS: Appleton's Annual Cyclopaedia ; Cyclopaedic Review of 
Current History ; Field's Story of the Atlantic Telegraph ; Elliott's Our 
Arctic Province; McCuIloch's Men and Measures of Half a Century; 
Bourke's On the Border with Crook; Walker's Indian Question; 
Blaine's Twenty Years in Congress ; Stanwood's History of Presidential 
Elections ; various magazine articles ; the H^orld and Tribune almanacs, each 
issued annually. 

386. The Atlantic Cable (1866).— We have considered, 
in some detail, the development of the South and of the 
West. We have now to glance rapidly at some matters 
that concern the nation as a whole. One of the most im- 
portant facts in the history of the country since the close of 
the Civil War is the invention that has made possible the 
instant transmission of thought to the most distant parts ot 
the world. In 1858, after several unsuccessful efforts, the 
two continents were connected by a wire cable extending 
from Newfoundland to Ireland. Two ships, each contain- 
ing a section of the cable, met in mid-ocean and, having 
spliced the sections, returned, the one toward The wire cable of 
Newfoundland and the other toward Ireland, 1858 is not suc- 
laying the cable as they went. The two ships "***" * 
reached land on the same day, and very soon afterward 
(August 16) the Queen of England sent to the President of 
the United States this message : " Glory to God in the 
highest, peace on earth, and good-will to men." But within 

403 



404 



HISTORY OF THE UNITED STATES 



a month the cable failed to work, and not until 1866 did 
ocean cabling become permanently successful. 

Since that time communication between Europe and 
America has not been interrupted, and now ten lines cross 
Results of the the Northern Atlantic. The cable has largely 
Atlantic cable. affcctcd commcrcc, bccausc the market prices 
in the great trade centres of America and Europe are re- 
ported every da}-, and large business transactions can easily 




r/TviC- 1^-^ 




THE GREAT EASTERN LAYING THE ATLANTIC CABLE. 



be made in a few hours between American and European 
business houses. It has also brought the various parts of 
the civilized world into closer and more sympathetic rela- 
tions, because the news of what is going on is so readily sent 
across the ocean. Our daily papers easily report European 
events a few hours after they have occurred. 

387. The Purchase of Alaska (i867).^In 1867 our gov- 
ernment gave to Russia $7,200,000 for Alaska, an immense 
territory equal in area to about one hundred and twenty 
States like Connecticut. The purchase was then thought 
by many to be an extravagant waste of the public money, 



THE NEW UNION 405 

because Alaska appeared to be almost worthless. But the 
investment has proved to be a good one, the seal-fur trade 
alone being worth $2,500,000 a year. Alaska Natural re- 

furnishes beautiful white marble, and has sources of 

mines of coal, iron, and gold of great value. ^ ^' 

Along many of the streams are found rich forests, consist- 
ing mainly of pine and cedar. The fisheries, which include 
salmon in the rivers and cod and halibut on the coast, are 
extensive. Besides all these natural resources Alaska has a 
coast well supplied with good harbors. By consulting the 
table below it will be seen that the entire area of the United 
States is now about 3,600,000 square miles, or nearly the 
size of all Europe.^ 

388. Grant's Indian Peace Policy (1869).— The Indians 
had always been more or less troublesome on the frontier, 
and during the Civil War the Sioux had com- Failure of the 
mitted shocking outrages in Minnesota. Half war policy. 
of the expenses of our War Department, exclusive of those 
incurred by the Civil War, had been occasioned by Indian 
wars, and yet the Indians were not subdued. The war policy 
had failed, and therefore President Grant wisely adopted a 
peace policy. He had observed that the Cherokees^ had 
developed by themselves a good degree of civilization, and 
he believed that by kind treatment and education the more 
barbarous tribes might be trained into good citizenship. 
He therefore entrusted the management of a few reserva- 
tions to the Society of Friends, with whom the Indians had 
always held peaceful relations. No Indian agent was to be 

Square Miles. 

• United States, in 1 783 827,844 

Louisiana, 1803 1,171,931 

Florida, 1819 59,268 

Texas, 1845 376, 133 

Mexican cession, 1848. 545>783 

Gadsden purchase, 1853 45i 535 

Alaska, 1867 577.390 

Total jn 1897 3,603,884 

5 The five civilized tribes were the Cherokees, Chickasaws, Choctaws, Creeks, 
and Seminoles. They all lived on reservations in the Indian Territory. 



4o6 



HISTORY OF THE UNITED STATES 



appointed for these reservations without the approval of both 
the President and the Society. The system gradvially ex- 
tended to other reservations and to other religious denom- 
inations, with some success. 

The Indian could not immediately appreciate this new 
policy, however, and within a few years the Modocs (1872) 




MODERN INDIAN TENTS. 



and the Sioux (1876) both made outbreaks, which made 
necessary the calling out of United States troops. There 
Grievances of is uo doubt that the Indian had grievances. 
the Indians. j^g could uot Understand why the Great 

Father in Washington should allow the white man to invade 
his reservations, as the white man did when he saw in them 
fertile soil and unworked gold-mines. But a more crying 
evil was the dishonesty of Indian contractors, who were 
making money by cheating both the government and the 
Indians, and were ready to oppose any plan likely to inter- 
fere with their schemes. 

The government method of reservation was by treaty 



THE NEW UNION 407 

with the various tribes, the government agreeing to give 
yearly, for land yielded by the Indians, a quantity of 
food, ammunition, and other supplies. The The Indian reser- 
food-supplies were to compensate for the loss vation. 
of hunting-grounds, because hunting was the Indians' only 
means of support. Ammunition was to help them in secur- 
ing such game as their reservations supplied. The govern- 
ment made liberal promises for the comfort, education, and 
civilization of these Indians. 

The reservation system was, however, not successful, 
because under it the Indians were placed by themselves, 
out of contact with the civilizing influence of why the reserva- 
the whites. Moreover, it was impossible for tion system failed. 
them to develop a spirit of manly independence when so 
much was done for them. The reservation plan made the 
Indian a pauper. 

The "Dawes Act," passed in 1887, provided for indi- 
vidual ownership of land by the Indians. In the course of 
time it is hoped that the individual Indian, like 

The D&w^es i\ct 

the white man, will have his own farm and 
reap the fruits of his own toil. Individual ownership, along 
with industrial training and general education, will aid in 
making him a useful citizen. 

389. The Financial Panic of 1873. — The Indian prob- 
lem, serious as it was, affected a comparatively small part of 
the population. Far different was the trouble Speculation in 
that attended the financial crash of the year an'd'^wester'n '"^ 
1873. This panic was much like the panics of lands. 
1837 ^^^ 1857.' It was preceded by a period of general 
prosperity, and was brought on by rash speculations in 
Western railroads. For five years railroad building had been 
going on to such an extent that the railroad mileage in the 
United States had increased one-half.^ This excessive rail- 
road building, which was in the West, increased more rap- 

' In 1861, only 651 miles of railroad were built ; in 1871, 7,779 miles were built. 
The Northern Pacific, extending from Duluth to Puget Sound, was the most impor- 
tant of these roads. During the five years preceding the panic, about $l,700,ooo,« 
000 were spent in railroad building. 



4o8 



HISTORY OF THE UNITED STATES 



idly than it could receive support from the population. 
Fortunes were made by some and lost by others in buying 
up tracts of lands in unsettled regions and increasing the 
value of that land by extending railroads through them. 




OPENING DAY AT THE PHILADELPHIA CENTENNIAL. 



The speculative fever became so high that railroads were 
built much faster than they were needed. 

As in 1857, the failure of a single great banking-house 
suddenl}^ brought this panic upon the country. Financial 
ruin fell upon business firms and individuals, and want and 
suffering came into thousands of homes. It was six years 
before the countr}^ fuUv recovered. 

1*390. Railroad Strikes (1877). — During the years of finan- 
cial distress following the panic of 1873, the earnings of the 



THE NEW UNION 



409 



railroads were much reduced. In 1877 some of the railroads 
in the Middle and Western States lowered the wages of 
their men. Brakemen and other trainmen on the Baltimore 
& Ohio Railroad and on the Pennsylvania Railroad refused 




PROFESSOR BELL SENDING THE FIRST MESSAGE BETWEEN NEW YORK AND 

CHICAGO. 



to work. Then men on other roads followed their example. 
Soon there were bloody riots at Baltimore and Pittsburg, 
and large mobs in Chicago, St. Louis, and other cities. In 
Pittsburg a mob of 20,000 men had control of the city for 
two days, one hundred lives being lost. The State mi- 
litia and the United States troops united to stop violence, 



4IO HISTORY OF THE UNITED STATES 

but it continued about two weeks. During that time 100,000 
men took part in the strike, which resulted in the destruc- 
tion of ten million dollars' worth of property. 

391. The Centennial Exhibition (1876). — But during 
these years of financial depression and industrial discontent 
the country gave striking evidence of its vast resources by 
holding the Centennial Exhibition of 1876 in honor of the 
hundredth anniversary of the founding of the nation. The 
place chosen was Philadelphia, the city in which the Dec- 
laration of Independence was given to the world. More 
than two hundred buildings, some of them of immense size, 
were constructed for this exhibition, and Fairmount Park, 
with two hundred and eighty-five acres, was devoted to it. 
Thirty-three foreign countries participated, representing 
the arts and industries of the whole world. 

The Centennial Exhibition taught the people many 
things. It showed them the wonderful results that had 
What the Cen= bccu brought about by machinery and inven- 
tenniai taught tiou in all couutrics. It quickened their sym- 
the people. pathics and turned their attention toward art. 

But education, especially, received such an impetus, that 
the good results have steadily increased. The Centennial 
Exhibition also revealed to America, as well as to the rest 
of the world, the richness and the variety of our natural 
productions and the superiority of this country over all 
others in useful inventions. Two of the most wonderful of 
these were the telephone ^ and the application of electricity 
to lighting purposes. 

Among those who have done much toward making elec- 
tricity useful to man is Thomas A. Edison, sometimes called 
"the Wizard of Menlo Park."" One of the most remarka- 
ble results of his patient and untiring industry is the phono- 
graph, invented by him in 1877. 

' The inventor of the telephone, which came at once into practical use, was 
Alexander Graham Bell, of Massachusetts. The American Bell Telephone Com- 
pany was soon incorporated and lines rapidly multiplied. In 1896 there were 
459,728 miles. The company received in rentals in 1895 nearly $3,000,000 

"^ Mr. Edison lives at Menlo Park, New Jersey. 




EDISON DICTATINCJ TO HIS PHONOGRAPH. 



THE NEW UNION 



411 



A close election. 



392. The Electoral Commission and the Presidency 
(1877). — In the Presidential election of 1876 there were dis- 
putes about the election returns made in South Carolina, 
Florida, and Louisiana.' Hayes, the Republican candidate, 
needed all the electoral votes from these States 
to secure his election, while Tilden, the Demo- 
cratic candidate, needed for his election only one of these 
votes. Florida and Louisiana had given Democratic major- 
ities, but the "returning boards," 
who received the election returns 
as they came in from various parts 
of the State, were Republican, and 
threw out enough votes, on the 
charge of intimidation, to make a 
Republican majority. The people 
were much disturbed, and feared 
there might be serious results. 

The excitement increased as 
the time drew near for the new 
President to be inaugurated. The 
Senate being Republican and the 
House Democratic they could not 
unite upon any plan of seating 
either of the rival candidates. Fi- 
nally a bill passed both Houses providing that a "Joint 
High Commission " should be appointed, whose decision 
should be final. The commission included five The-' Joint High 
senators, five representatives, and five justices commission.** 
of the Supreme Court. The fifth justice was appointed by 
the other four named in the bill. Before the fifth justice 
was appointed, seven of the commission were Republicans 
and seven were Democrats. It was expected that the fifth 
justice would be an independent, but circumstances caused 
a Republican to be selected, thus giving the Republicans a 
majority of one on the commission. 

On March 2, just two days before the time set by the 
Constitution for inauguration, the decision in favor of 

' There was some dispute about the election in Oregon also. 




SAMUEL J. TILDEN. 



412 HISTORY OF THE UNITED STATES 

Hayes was published. Opinions were divided as to the 
correctness of the returns, but whichever candidate was 
Decision in favor elected, the dccision of the uncertain question 
of Hayes. was final. The pcoplc throughout the land, 

Democrats and Republicans alike, had shown remarkable 
wisdom and self-control during all the months of the trying 
situation.^ 

393. Resumption of Specie Payment (1879). — The finan- 
cial disturbance of 1873 and subsequent years was partly 
caused by the instability of the currency and the undue en- 
couragement thereby given to speculation. Nobody knew 
exactly how much a dollar was worth or how much it 
was likely to be worth. This condition was unavoidable 
during the Civil War, but it was intolerable in a time of 
peace. During the Civil War so much money was needed 
to carry on the extensive military operations that the gov- 
ernment and the banks could not furnish gold and silver 
enough for the unusual demands. Congress, therefore, like 
^ u , J the Continental Congress of the Revolution, 

Greenbacks dur= » ' 

ingtheCivii issucd millious of dollars of paper currency, 

^*'"* which the people used instead of gold and sil- 

ver. These paper notes were called greenbacks. As they 
were "legal tender" — that is, the law declared that they 
might be used in paying debts — everybody was willing to 
make free use of them. Gold, however, remained the stand- 
ard of value, and the value of the greenbacks depended 
upon the defeats and victories on the battle-field. When the 
Northern armies won a great victory the greenbacks rose 
in value ; when they met with a severe defeat, the green- 
backs fell in value. While the war was most threatening 
they were worth, in gold, little more than one-third of their 
face value, because the prospect of Northern success was 
very gloomy. 

' To provide for possible contested elections in the future the Electoral Count 
Bill was passed in 1887. This measure threw the responsibility of Presidential 
elections upon the States, and provided that electoral certificates sent to the national 
capital by the various States should be opened by the president of the Senate in the 
presence of both Houses, and that four tellers, two from each House, should read 
aloud and make record of the votes. 



THE NEW UNION 



413 



After the war, when the government began to pay the 
national debt rapidly, people began to have more and more 
confidence in these paper promises issued by Congress, and 
the greenbacks steadily rose in value. In Greenbacks be- 
1879 ^'^^ Secretary of the Treasury announced come as good as- 
that he would give gold for paper currency if ^'*'*'* 
it were presented at the Treasury. This action of the Sec- 
retar}' of the Treasury meant the resumption of specie pay- 
ment by the government, and 
from that time on a paper 
dollar was worth as much as 
a gold dollar. 

394. Assassination of 
President Garfield' (1881) ; 
Civil Service Reform (1883- 
1896). — When this important 
question of the currency was 
settled, the new administra- 
tion of Garfield, who was 
elected in 1880, seemed to be 
opening a new era of prosper- 
ity. But only a few months 
after his inauguration the 
country was shocked by the 
announcement of his assassi- 
nation (July 2, 1 881). The assassin being a disappointed 
office-seeker, the tragedy brought forcibly to the minds of 

* James A. Garfield, twentieth President of the United States, was born at 
Orange, Ohio, in 1831, and died September 19, 1881, from a wound inflicted by a 
disappointed office-seeker. In early childhood Garfield's path was beset with diffi- 
culties. He was but two years of age when his father died, and his home, in a 
lonely log-cabin of the backwoods, was one of poverty and hardship. But the 
boy cheerfully helped his mother in supporting the family. After graduating from 
Williams College he was for a time a college professor, and afterward studied law. 
Owing to his gallantry and daring on the battle-field in the Civil War he was pro- 
moted to the rank of major-general. His term of service in Congress (1863- 
1880) was so successful that he was elected to the Senate of the United States in 
1880. Before taking his seat, however, he was nominated by the Republicans for 
the Presidency. He was the second President who was assassinated and the fourth 
who died in office. 




JAMES A. GARFIELD. 



414 



HISTORY OF THE UNITED STATES 



the people the great need of civil service reform. Presi- 
dent Jackson had introduced the spoils system into the 
civil service in order to reward his political friends. 

Appointments were not made 
by reason of fitness for the 
work, but were distributed 
as lewards for political ser- 
vices. 

In 1883 ^" ^ct was passed 
by Congress authorizing the 
President to appoint civil ser- 
Reforminthe vice cxamincrs, 

civil service. ^^ho should tCSt, 

by fair examinations, without 
regard to party, the fitness of 
applicants for office. From the 
list of those passing the civil 
service examinations appoint- 
ments and promotions were to 
be made. During President 
Arthur's administration ^ (i 881-1885), nearly 16,000 Fed- 
eral office-holders were under civil service rules; in Presi- 
dent Cleveland's first administration (1885-1889) the number 
was increased to 27,000; in President Harrison's adminis- 
tration (1889-1893) it was still further increased to 43,000; 
and President Cleveland,^ in his second term (1893-1897) 




CHESTER A. ARTHUR. 



' Chester A. Arthur, twenty-first President of the United States (1881-1885), 
was born in Fairfield, Vermont, in 1830, and died in 1886. After graduating from 
Union College he studied law and became a successful lawyer. In 187 1 President 
Grant appointed him Collector of the Port of New York. Having been elected 
Vice-President by the Republicans in 1880 he succeeded to the Presidency on the 
death of Garfield. He was the fourth Vice-President who thus became the execu- 
tive head of the nation. 

'^ Grover Cleveland, twenty-second and twenty-fourth President of the United 
States (1885-1889 and 1893-1897), was born in Caldwell, New Jersey, in 1837. In 
his early childhood the family removed to New York State. Later, he became a 
lawyer and took high rank in his profession. After filling the offices of assistant 
district attorney and sheriff of the county he was elected Mayor of Buffalo. In 
this position he so fearlessly used his veto power that he was called the "veto 
mayor." 



THE NEW UNION 



415 



made the number reach about 85,000. As a result all 
Federal officers are now under civil service re- Rapid growth o« 
form rules, except two classes : (i) The higher thereform. 
officers, including the heads of departments, and (2) post- 
masters in fourth-class offices.* 

These 85,000 positions are from this time on to be filled 
by those who have successfully passed the civil service ex- 
aminations without any reference to changes in Presidential 
administrations. The spoils system in the Federal civil ser- 
vice is now largely a thing of 
the past. Experience, train- 
ing, ability — in a word, per- 
sonal fitness to perform the 
duties of the office — will 
henceforth be demanded in 
our civil service. 

395. The Brooklyn 
Bridge (1883). — In the same 
year that Congress passed 
the act for civil service re- 
form, another great work af- 
fecting the public good was 
accomplished. This was the 
completion of the Suspen- 
sion Bridge spanning East 
River and connecting Brook- 
lyn with New York. The bridge had been sixteen years in 
building, and cost $16,000,000. It is more than a mile long, 
its centre being supported by four main cables made of steel 
wire nearly 16 inches in diameter, and is 85 feet wide. There 

His success as mayor led to his nomination by the Democrats, in 1882, for gov- 
ernor of the State of New York, to which office he was elected by an overwhelming 
majority. Owing to his popularity in New York the Democrats nominated him 
for the Presidency in 1884. James G. Blaine was nominated by the Republicans. 
The political campaign was exciting, and resulted in Cleveland's election. At the 
close of his first term he was defeated by Benjamin Harrison, but in 1892 he in turn 
defeated President Harrison and became President for a second term. 

' Of those not yet classified over 66,000 are postmasters of the fourth class. 
These include postmasters receiving salaries of $1,000 or less a year. 




GROVER CLEVELAND. 



4i6 



HISTORY OF THE UNITED STATES 



are five passage-ways — two for cable-cars, two for drive- 
ways, and a middle one for foot-passengers. In design and 
construction it is one of the most stupendous works of en- 
gineering which the age has known. 

396. Presidential Succession Act (1886). — A great na- 
tion like this should not be left for a single day without a 




THE BROOKLYN BRIDGE. 



President. Congress had already passed a law that in case 
of the death or disability of both .President and Vice-Presi- 
dent, the temporary president of the Senate and, following 
him, the Speaker of the House, should become President. 
But in case either of the last named should be of the op- 
posite party, their succession would not represent the choice 
of the people, and the plan was therefore not considered 
satisfactory. In 1886 an act was passed providing that in 
case of the death or disability of both the President and 
Vice-President, members of the Cabinet should, one after 
another, be made Acting President as long as the disability 



THE NEW UNION 417 

existed, or until the next election of a President by the peo- 
ple. The duty would fail first upon the Secretary of State, 
and then upon the other members of the Cabinet in the 
order of establishment of the various departments.^ Such 
members as might in any way be disqualified would be 
passed over. There is scarcely an emergency now in which 
the country could be left without a President.^ 

397. Knights of Labor. — We have already noted (see 
par. 390) the great railroad strike of 1877. Within ten 
years there were many similar troubles between working- 
men and their employers. In order to strengthen them- 
selves for a struggle with employers the workingmen 
formed large organizations, one of which, the Knights of 
Labor, contained many thousand members and exerted a 
large influence all over the country. The members of the 
organization, calling themselves union men, would suddenly 
quit work, or strike, when they wished to force their em- 
ployers to grant them higher wages or shorter hours. The 
employers, in turn, united against the work- Blacklists and 
ingmen by making out " black lists," contain- boycotting, 
ing the names of the more influential union men, whom 
the employers would, from that time forward, refuse to em- 
ploy. The workingmen sometimes resorted to " boycot- 
ting," which was refusing to have any business relations 
with the man they wished to injure, either by using any 
goods he had manufactured or by handling them even for 
transportation. In most cases both parties gained little by 
their unfortunate attempts to injure each other. 

398. Strikes and th^ Chicago Anarchists (1886). — 
In 1886 labor troubles became very serious in this country. 

' The order in which the various Cabinet positions were created was: (i) Sec- 
retary of State, 1789; (2) Secretary of the Treasury, 1789; (3) Secretary of War, 
1789; (4) Attorney-General, 1789; (5) Postmaster-General, 1789; (6) Secretary 
uf the Navy, 1798; (7) Secretary of the Interior, 1849; (8) Secretary of Agri- 
culture, 1889. 

' President Garfield died in September, nearly three months before Congress as- 
sembled, and during the intervening period President Arthur was critically ill. 
Had he died at that time there might have been some confusion in the administra* 
tion of the government. 
27 



41 8 HISTORY OF THE UNITED STATES 

Many thousand workingmen stopped work and demanded 
that eight hours should constitute a working-day. In Chi- 
cago alone not far from 40,000 men joined in a strike and 
engaged in serious rioting, in which some lives were lost. 
To put down the rioting the police charged upon the mob 
and were met with a dynamite bomb that exploded, killing 
seven policemen and wounding many others. The police 
fired upon the mob, scattered it, and arrested the leaders. 
Four of these were hanged and two put in prison for life. 
These six leaders, with one exception, were foreigners, and 
called themselves anarchists. The violent rioting, and es- 
pecially the bomb-throwing, were bitterly condemned by 
working-men throughout the United States. 

399. The Statue of Liberty (1886). — In pleasing con- 
trast with these serious labor troubles was an international 
event that took place in New York City in 1886. This was 
the unveiling of the enormous statue of " Liberty Enlight- 
ening the World," which was given by Frenchmen to the 
people of the United States as an expression of friendly 
feeling toward our country. The statue cost more than 
$200,000 and was paid for by 100,000 Frenchmen. It was 
placed on Bedloe's Island — now called Liberty Island — in 
New York Bay. The height of the statue is 151 feet and 
of the pedestal 155 feet. 

400. Oklahoma Opened to Settlement (1889). — The 
rapid growth of population westward began at last to press 
upon the Indian reservation. That part of Indian Terri- 
tory called Oklahoma was a large and fertile stretch of 
country especially coveted by white settlers. The United 
States therefore finally purchased it from the Indians in 
1889, and President Harrison, by proclamation, declared it 
open to settlement. By nightfall of the day of occupation 
(April 22, 1889) several thousand persons had staked out 
Rapid growth of their claims in Guthrie and had taken steps to 
Oklahoma. form a city government. Before the year 
came to a close the territory had nearly or quite 60,000 
people, 8,000 of whom were in Guthrie and 5,000 in Okla- 
homa City. The estimated population of Oklahoma, Janu- 



THE NEW UNION 



419 



ary i, 1897, was about 276,000. At no distant day it will 
doubtless seek admission into the Union as a wState. 

401. Pension Bill (1890). — In 1890 Congress passed a 
Pension Bill which was very liberal to the soldiers and sail- 




THE STATUE ,OF LIBERTY IN NEW YORK HARBOR. 



ors injured in defending the Union during the Civil War. 
In accordance with this measure the government paid in 
pensions, to the close of 1896, about $136,000,000 a year, on 
an average. This sum will be diminished gradually as our 
veterans pass away. No other nation has ever before been 
so liberal to its soldiers and sailors, nor has any other na- 
tion, with the possible exception of Germany, ever had in 



420 HISTORY OF THE UNITED STATES 

its service an army and navy ranking so high in intelligence 
and fighting ability. Well may we be proud of American 
manhood as it was seen on the battle-fields of this war. 

402. The Pan-American Congress (1889-1890). — The 
attention of the people of this country during the past 
generation has naturally been given, for the most part, to 
questions of internal polity and development. But ques- 
tions of wider import have now and then been brought 
to the front. The relations of this country to the coun- 
tries of South America present a still vmsettled problem. 
More than one American statesman has cherished the hope 
of bringing about closer relations and more friendly feel- 
ings between the United States and the leading independent 
countries of North and South America. Hence our gov- 
ernment invited these countries to send representatives 
to a congress to meet at Washington. 

The invitation was accepted, and the Pan-American 
Congress was held in the autumn of 1889. Seventeen coun- 
tries were represented by sixty-six members. Questions 
concerning closer business relations and better means of 
What the Pan= Communication between the various coun- 
AmericanCon= trics represented in the Congress were dis- 
gressdid. cusscd. But by far the most important work 

of the Pan-American Congress was its recommendation 
that the republics of North, Central, and South America 
should settle by arbitration all disputes and difficulties 
that might arise among them. 

403. Trouble with Italy (1890) and with Chili (1891).— 
The desirability of a system of arbitration with foreign 
. . ♦• « countries was made suddenly and painfully 

Assassination ot _ . . -^ 

the ^ew Orleans evident. In 1890, on the failure of the jury to 

Chief of Police. ., t^i* i-ir -i- 

convict some Italians on trial tor assassinating 
the New Orleans Chief of Police, a party of lynchers, in- 
dignant at this failure of justice, broke into the jail and 
Three Italian put to death clcvcn Italian prisoners. As 

citizens lynched, three of these men were Italian citizens there 
was serious trouble with Italy over the lynching ; but 
through our able Secretary of State, James G. Blaine, a 



THE NEW UNION 421 

satisfactory settlement was reached when our government 
agreed to pay $25,000 to the families of the murdered men. 
Equally unexpected and unwelcome was the complica- 
tion with Chili. In 1891, a mob attacked' in the streets of 
Valparaiso some sailors from the American warship Balti- 
luorc, killing two of them, and wounding eighteen others. 
When the United States demanded satisfaction, Chili dis- 
avowed the act, and agreed to pay damages to our govern- 
ment. 

404. Our New Navy (1883-1899). — These various diffi- 
culties with foreign nations showed the need of a more 
powerful navy. During the twenty years succeeding the 
Civil War nothing was done to build up or Need of a new 
maintain our navy. The ships that had served ""^y- 
during the war had either been disposed of or had gradu- 
ally become useless through age. Such a navy could af- 
ford but small protection to our commerce and extensive 
sea-coast, and was unworthy of a great nation like the 
United States. 

Finally, people began to realize its worthlessness and 
took measures to improve its condition. Accordingly in 
1883, Congress authorized the building of four steel cruis- 
ers. This was a beginning. Since that time The strength of 
other cruisers of great strength and speed, our navy, 
and battle-ships of immense power, have been brought into 
use. The cruisers are for the protection of our commerce 
and the destruction of the enemy's commerce in case of 
war. 

405. The Australian Ballot System Introduced into 
Most of the States (1888-1892).— By the year 1888 public 
opinion demanded a sweepins^ reform in the 

' I » Demoralizing 

methods of voting at State and national elec- effect of buying 

tions. Votes were so easily bought and sold ^*'*^^' 

that the results of the election, in some cases, seemed to de- 

'A revolution havinjj broken out in Chili, our Minister there took sides with 
the Chilian president. Moreover, a Chilian cruiser h.id been seized in a port of 
California because she was thought to be on the point of sailing with a supply of 
arms for the revolutionists. Hence the anger of the Chilian mob. 



422 



HISTORY OF THE UNITED STATES 



pend, in a large measure, upon the amount of money spent 
in buying votes. This was a serious menace to our institu- 
tions and was highl}^ demoralizing. The feeling of the peo- 
ple against this corruption of American manhood soon ex- 
pressed itself in an emphatic way. State after State passed 
ballot-reform laws, the purpose of which was to lessen vote- 
buying and to give voters a better opportunity to cast a 
secret ballot. These laws provided for a method of voting 
called the Australian ballot system. By this plan every 
, voter could shut himself in a 

; ■" stall and there prepare and 

fold his ballot, so that no one 
could know how he voted or 
interfere in any way with his 
choice. By 1892 thirty-seven 
of the States had, with the aid 
of both of the great political 
parties, passed such ballot- 
reform laws. 

406. The Bering Sea 
Trouble Settled by Arbitra- 
tion (1886-1893).— This move- 
ment, important as it was, 
aroused no great attention 
abroad. But an international question that had remained 
long unsettled threatened for a time to embroil us with 
Great Britain. After the purchase of Alaska (1867) the 
United States claimed entire control of the seal-fisheries 
in Bering Sea. England insisted that the jurisdiction of 
our government could not extend beyond three miles from 
the shore, and she therefore encouraged Canadian sailors 
in seal-catching outside the three-mile limit. 
So great had become the destruction of seals 
that their extermination seemed only a matter 
of a few years. In 1886, when our cruisers seized Cana- 
dian vessels and confiscated all their cargoes of seal-furs, 
the dispute between the United States and England became 
serious. 




JAMES G. BLAINE. 



England and the 
United States 
disagree. 



THE NEW UNION 



423 



The decision. 



After a warm diplomatic correspondence trie matter was 
referred to a tribunal of arbitration, which decided (1893) 
that the United States had no right to con- 
trol the seal-fisheries beyond the three-mile 
limit. But in making- careful provision for the protection 
of the seals, the decision was satisfactory to the United 
States, whose main purpose was to prevent the destruction 
of the seals. The settlement of this dispute without an ap- 
peal to arms was, like the settlement of the Alabama Claims 
(1871), another triumph for arbitration. It seems very fit- 
ting that the two great English-speaking countries should 
adjust the most serious troubles without war. 

407. The United States and the Hawaiian Revolution 
(1893-1894). — In 1893 a revolution broke out in Hawaii. 
The revolutionists at once ap- 
pointed a committee of safety 
which organized a provisional 
government and sent commis- 
sioners to Washington to se- 
cure a treaty of annexation. 
The treaty was arranged and 
sent by President Harrison ^ 
to the Senate for conhrma- 
tion. But before the Senate 
could act upon it President 
Harrison's term of office had 
expired (March 3). Five days 
alter taking his seat, Presi- 
dent Cleveland withdrew the 
treaty from the Senate and 
sent to Hawaii a minister who 

recommended that the queen be restored to her throne. 
Congress however refused to take any action. 

' Benjamin Harrison, twenty-third President of the United States (1889-1893) 
was born in North Bend, Ohio, in 1833. After graduating from Miami University, 
he studied law in Cincinnati, removed two years later to Indianapolis, and soon won 
much success in his chosen profession. In 1862 he entered the Union army as a 
lieutenant, and a little later, having organized a company of an Indiana regiment, 
received the commission of colonel of tlie regiment. He remained in the army 




lih.NJAMIN lIARKliON. 



424 HISTORY OF THE UNITED STATES 

408. The World's Columbian Exposition (1893). — 

Our history opened with the discovery of America by Co- 
la in bus in 1492. We have now to chronicle the celebration 
of that event by the holding in Chicago of the great Colum- 
bian Exposition, four hundred years later. This exhibition 
surpassed all previous international exhibitions, being re- 
garded as one of the marvels of the world. The location 
on the lake front was most fortunate and the buildings were 
wonderful in their grandeur and beauty. The dedication 
exercises were held October 21, 1892, and the fair was 
formally opened, in May, 1893. From the date of opening 
until the close of the exposition in October there were over 
twenty-seven million admissions. Foreigners were greatly 
impressed by the evidence of the growth of our people in 
higher than industrial lines ; and Americans were made to 
feel proud of the intellectual and artistic advance of their 
country. As an exhibition of superb architecture, science, 
archaeology, etc., the Columbian Exposition was a training- 
school for the people. 

409. Financial Panic of 1893.— While the country was 
still celebrating the great achievement of Columbus, there 
came, almost without warning to ordinary observers, one of 
the worst financial panics the United States has ever passed 
through. It was called the panic of 1893. There were bus- 
iness failures and financial distress everywhere. As great 
manufacturinof establishments could not sell their goods, 
many of them shut down their factories altogether or ran 
them on shorter hours. Soon there were hundreds of 
thousands of workingmen out of work, with suffering and 
want in their families. President Cleveland, believing that 
silver legislation was one of the principal causes of the panic, 
summoned Congress to repeal the Sherman Act, which it 
did (November, 1893) after a long and bitter struggle. 

410. Silver Legislation (1873-1893). — By 1873 the silver 
dollar, having become worth more than the gold dollar, had 

throughout the war and rose to the rank of brigadier-general. He became a United 
States Senator in 1881, and ably represented the State of Indiana. He was elected 
President in 1888. 



THE NEW UNION 425 

practically passed out of circulation. Very little silver had 
been coined in the United States since 1834, and for more 
than twenty years the yield from newly discovered gold 
mines had been so abundant that it was gener- silver demone- 
ally supposed, both here and abroad, that the tized in 1873. 
supply of gold would be sufficient to provide all the specie 
the world needed. Congress therefore passed a coinage act 
(1873) which demonetized silver by declaring that it should 
no longer be a legal tender for debts. 

But many people desired to have more gold and silver 
money in circulation. Accordingly, in 1878, the Bland 
Silver Bill was passed, which not onlv made silver a legal 
tender for debts, but also directed that the jhe Biand 

mints should coin not less than two, nor more silver Biii. 

than four, million silver dollars a month. In spite of this 
extensive purchase of silver by the government, however, 
there was a demand for a still larger purchase. 

Congress, therefore, passed the Sherman Act (1890), 
which modified the Bland Bill by providing that the Secre- 
tary of the Treasury should purchase not less The Sherman 
than $4,000,000 worth of silver bullion each a<=*- 
month and pay for it by issuing Treasury notes which were 
a legal tender fo^ all debts, and redeemable in gold or silver 
coin at the discretion of the Secretary of the Treasur3\ 
The purchase of silver was therefore increased, but its 
coinage was no longer compulsor}-. 

411. The Tariff Question. — During the Civil War du- 
ties on foreign goods were raised repeatedly for increased 
revenue to meet the enormous expenses of maintaining 
the army and navy. After the war no change worthy 
of mention was made for about twenty-five years. Dur- 
ing Mr. Cleveland's first administration $100,000,000 
(1885-1889) it was found that the internal rev- f.lturJV^ery 
enue on tobacco and spirituous liquors, and year, 
the duties on foreign goods, piled up in the national treas- 
ury $100,000,000 every year, after all the expenses of the 
government were paid. President Cleveland therefore 
recommended such a reduction in the tariff as w^ould make 



426 HISTORY OF THE UNITED STATES 

the revenue and the expenses more nearly equal. The 
Mills Bill, representing the policy of the President, was 
passed in the House but failed in the Senate. 

In the election of a President and a Cong-ress in 1888 
the tariff had been the main issue between the two great 
parties, the Democrats and the Republicans. The Demo- 
crats demanded a tariff for revenue only, and the Repub- 
licans a high tariff for the protection of American manu- 
factures. The Republicans were successful, not only in 
electing the President, Benjamin Harrison, but in getting 
The McKiniey control of both Houscs of Congress. The out- 
»•"• come was the passage of the McKiniey Bill 

in the interests of a high tariff to protect and stimulate 
American manufactures. 

In the Presidential election of 1892 the tariff plank was 
the principal difference between the platforms of the Re- 
publicans and the Democrats. As in 1888, the Repub- 
lican policy was a high protective tariff, while the Demo- 
cratic policy was a tariff for revenue only. The campaign 
was free from bitterness and personalities, as the people 
believed in the honesty and ability of the two candidates — 
Mr. Harrison and Mr. Cleveland — each of whom had 
already served the country well in the office of chief execu- 
tive. This time the Democrats were successful, electing the 
President and an overwhelming majority in the House of 
Representatives. As soon, therefore, as they came into 
office they set about a revision of the tariff by 

The Wilson Bill. . .-' ,,7.., r}.,, ,. , ., r 

passing the Wilson Bill, which, as it came from 
the House, provided for a large reduction of duties and 
placed upon the free list many of the raw materials used 
by manufacturers. In the interests of various regions of 
the country the Senate insisted upon making such marked 
changes in the bill that it was practicall}' a new measure. 
Becoming a law (1894) in this revised form it differed from 
the McKiniey Bill mainly in the degree of protection it 
called for.^ In other words, the Wilson Bill stood for a 

' As an amendment to the Wilson Bill an Income Tax of two per cent, on all 
incomes of more than $4,000 a year was proposed, but the Supreme Court decided 
by a vote of five to four that such a national tax was unconstitutional. 



THE NF-W UNION 



427 



moderately low [)rotcctive tariff; the INIcKinley Bill lor a 
his^h protective tariff. 

412. The Pullman Boycott and the Great Railroad 
Strike (1894). — The liiiancial depression of 1893 caused such 
a decrease in travel that there was little demand for the 
sleeping--cars furnished to numerous railroads by the Full- 
man Car Company, located at Pullman, Illinois, near Chi- 
cago. Its income being greatly lessened the Pullman 
Company decided upon a reduction of wages. When, on re- 
ceiving notice of this reduc 
tion, 3,000 of the workmen 
went out on a strike, the com- 
pany shut down its works. 

The outcome was a strike 
which soon spread to twen- 
ty-two railroads running out 
of Chicago. Business in 
Chicago was prostrate, and 
travel became dangerous. 
The usual large supplies of 
meat and provisions going 
out to various parts of the 
country from that city were 
cut off and a meat famine 

was threatened. Various kinds of trade and industry 
throughout the land were thrown into confusion. To aid 
the local authorities in putting an end to the disorder in 
Chicago, 2,000 United States troops and 4,000 state militia 
were sent there. During the strike, the worst of which 
was over at the end of three weeks, the money losses to 
workingmen, railroads, and the United States Government 
were not less than $7,000,000. 

413. The Anglo-Venezuelan Difficulty and the Mon- 
roe Doctrine (1895-1897). — For a long time there had been 
a dispute between Venezuela and England about the boun- 
dary line separating Venezuela from British Guiana. By 
1895, the dispute had become serious, and our government 
tried — as it had for years been trying — to induce England 




RICHARD OLNEY. 



428 



HISTORY OF THE UNITED STATES 




\kV 



to submit the whole question to arbitration. The English 
Government declared, however, that England and Vene- 
zuela could settle their own disputes, without aid or inter- 
ference from the United States. Our government answered 
that if, in this controversy, England insisted upon enforcing 
her claims to territory not shown to be rightfully her own, 
she was violating the Monroe Doctrine. In the high- 
spirited diplomatic correspondence between the two govern- 
ments, our Secretary of State, Richard Olney, argued the 
American side with great vigor and ability. There was, for 
a short time, talk of war; but this war feeling quickly sub- 
sided, and England and Vene- 
zuela agreed' to settle their T5!i.|j4iihi.!;i^MM!g ^i.iiS/j^:'' ' ' \^;£f\m 
boundary dispute by arbitra- 
tion. A most fortunate out- 
come of the Anglo- Venezuelan 
dispute, was a growing feeling 
on the part of a large number 
of people in both the United 
States and England in favor 
of the settlement of difficulties 
between the two countries by 
arbitration. 

414. The Presidential 
Campaign of 1896. — Scarcely 
had the excitement over the 
Anglo- Venezuelan difficulty passed when the United States 
entered upon an experience which can never be forgotten. 
This was the Presidential campaign of 1896. The two lead- 
Free silver and iiig" political questions to be answered by the 
the tariff. people wcrc as follows: (i) "Shall we have 

free and unlimited coinage of silver, or shall we maintain a 
gold standard ?" (2) " Shall we have a protective tariff, or a 
tariff for revenue onl}^ ? " 

When the Republicans met in their National Convention 
to make nominations for President and for Vice-President 
they declared in their platform that they were in favor of a 
protective tariff, and that they were "opposed to the free 




WILLIAM NFKINLEY. 



THE NEW UNION 429 

coinage of silver, except by international agreement with the 
leading commercial nations of the world." The convention 
nominated William McKinley, of Ohio, for President, and 
Garrett A. Hobart, of New Jersey, for Vice- The Republicans 

. , /-r-.i 1-x , • XT • i' /^ nominate ricKin- 

Fresident. The Democratic Nominating Con- ley and the Deni= 
vention " demanded," in its platform, " the free "c-ats Bryan. 
and unlimited coinage of both silver and gold at the present 
legal rate of 16 to i, without waiting for the aid or consent 
of any other nation." This Convention also declared itself 
in favor of a tariff for revenue only. This Convention nom- 
inated William J. Bryan, of Nebraska, for President. 

Some Democrats, believing in a gold standard, would 
not join the silver movement, and nominated their own 
candidates for President and Vice-President; while many 
voters, who were called Populists, believing that the gov- 
ernment should own and manage all railroads and telegraph 
lines, just as it owns and manages the post-ofihce, nominated 
still other candidates. 

After an intensely earnest and serious campaign McKin- 
ley was elected, and was inaugurated President, March 4, 
1897.^ He at once set about the revision of the tariff by call- 
ing a special session of Congress. The result was the pas- 
sage of the " Dingley Tariff" (July 24, 1897), which raised 
the duties on foreign goods in accordance with the promises 
made by the Republicans in the Presidential campaign of 
1896. 

'William McKinley, twenty-fifth President of the United States (1897), was 
born at Niles, Trumbull County, Ohio, in 1844. When the Civil War began he was 
a teacher in a country school. Although only seventeen years old he enlisted as a 
private in the 23d Ohio Regiment, which was commanded later by Rutherford B. 
Hayes. Young McKinley fought so gallantly in the battles of Antietam, Opequan, 
Fisher's Hill, and Cedar Creek, that he was advanced to the grade of major. After 
the war was over he studied law and began the successful practice of it in Canton, 
Ohio. In 1877 he entered Congress as a Republican representative from Ohio, and 
served almost continuously until 1891. During his last term, as Chairman of the 
Committee of Ways and Means, he became the author of the McKinley Bill. In 
1891, and again in 1893, the Republicans elected him Governor of Ohio, and he gave 
evidence of rare tact and executive ability. President McKinley is a very effective 
public speaker. 



430 HISTORY OF THE UNITED STATES 

THE SPANISH-AMERICAN WAR 

415. The Cubans Rise against Spain (February, 1895). 

— Tariff revision and the financial policy of the government 
were serious questions, but there soon arose an international 
complication of overshadowing interest, which absorbed 
much of the thought and energy of the nation. From the be- 
ginning of her control in Cuba, the rule of Spain was cruel 
and unjust. The Cubans tried several times to throw off 
the galling yoke, but in vain. In February, 1895, however, 
they organized in Eastern Cuba an insurrection that within 
a year spread to the western end of the island. 

In alarm the Spanish Government decided upon severe 
measures and appointed General Weyler as governor- 
The brutal policy general. He drove the country people into 
of concentration, towus and citics, burncd their dwellings, and 
destroyed everything that might furnish support to the 
fighting Cubans. Such was the brutal policy of concentra- 
tion. By this policy General Weyler hoped to starve the 
people into submission, but he failed. Blanco succeeded him 
as governor-general and tried by a milder policy to win the 
Cubans back to Spain. The Cubans' cr}^ however, was, 
" Independence or death ! " At the end of three years, with 
an army of more than 200,000, Spain had made little head- 
way in putting down the insurrection. 

416. Blowing up the Maine. — As the war went on Amer- 
ican indignation grew bitter. In the midst of a period of 
^. „ , , deep feelins: aroused by the inhuman methods 

The riaine and r' i i i r i 

the submarine of Conducting the war, the people 01 the 
"""*• United States were shocked by an awful event. 

On the night of February 15, 1898, the American battle-ship 
Maine, lying in the harbor of Havana, was blown up, two 
hundred and sixty-six of her sailors being killed by the ex- 
plosion. Great excitement swept over the country. The 
President at once appointed a naval court of inquiry, which, 
after four weeks of investigation, reported that the Maine 
was blown up by the explosion of a submarine mine. The 
American people, holding Spanish officials responsible for 



THE SPANISH-AMERICAN WAR 



431 



the destruction of the Maine, \vei"e more than ever incHned 
to insist that Spain should end the war. President McKin- 
ley did all in his power to bring about a settlement of the 
trouble, but without success. 

417. War Declared (April, 1898). — In the meantime af- 
fairs in Cuba were becoming worse every day. The Presi- 
dent, urged by an impatient Congress to decisive action, 
declared, in a message sent to that body : " In the name of 
humanity, in the name of civilization, in behalf of endan- 
gered American interests which give us the right and the 
duty to speak and to act, the war in Cuba must stop." 

Congress responded by passing a joint resolution to the 
following effect: (i) The Cubans are free and indepen- 
dent; (2) Spain must give up all authority spain must give 
in Cuba and withdraw her troops; (3) The "pCuba. 
United States will exercise control over Cuba long enough 
to restore peace and good order, and will then leave the 
island under the control of the 
Cubans. A little later Con- 
gress declared that war had 
existed since April 21st, and in 
due time the President called 
for 200,000 vt)lunteers from the 
various States and Territories. 
Congress voted that the reg- 
ular arm}- also should be in- 
creased to 62,000. 

418. Dewey's Brilliant Vic- 
tory at Manila. — Commodore 
Dewey, the commander of the 
American fleet in Asiatic wa- 
ters, was ordered to sail at once 
for the Philippine Islands and 

capture or destroy the Spanish fleet. He hastened to 
Manila, where he found (May ist) the Spanish fleet lying 
under the protection of strong shore batteries. With a 
daring unsurpassed he headed his ships for the enemy. 
While his flag-shij) was steaming boldly into action, two 




GEORGE DEWEY. 



432 HISTORY OF THE UNITED STATES 

submarine mines exploded just in front of her, but Com- 
modore Dewey did not falter. The skilful seamanship of 
the Americans and the rapid and accurate handling- of their 
The Spanish fleet guus made the battle short and decisive. The 
destroyed. entire Spanish fleet of ten war-vessels was de- 

stroyed, and 1,200 Spaniards were killed or wounded. Not 
one American was killed, and only eight were wounded, 
and not one American vessel received serious injury. It 
was one of the most brilliant naval victories in histor3^ 

Admiral Dewey ^ could have captured Manila, but not 
having men enough to hold it he had to wait for reinforce- 
ments. As soon as possible, over 15,000 soldiers were sent 
under General Merritt to co-operate with the American 
fleet. After a combined attack was made upon Manila by 
the army and the fleet, the city surrendered (August 13th). 

419. The Coming of Cervera's Fleet. — Until the Span- 
ish fleet at Manila had been destroyed, there was fear of an 
attack upon our Pacific coast. And there was still grave 
fear that an attack might be made upon the great Atlantic 
seaports by the Spanish ileet under the command of 
Admiral Cervera. At the outbreak of the war this fleet 
was at the Cape Verde Islands, whence it soon steamed 
away toward Cuban waters. 

What were Cervera's plans ? Would he try to reach 
Havana by attacking the American fleet which, under the 
command of Admiral Sampson, was blockad- 
ing the northern coast of Cuba? Would he 
steer directly for some great city on the Atlantic coast ? 
Or would he try to intercept the Oregon'' on her way up 
the eastern coast of South America? Events soon an- 
swered these questions. 

Cervera arrived at Martinique and then sailed for the 
Dutch island Curasao, off the coast of Venezuela, where he 
got much-needed coal. He was then ordered to Santiago, 

' On the news of the victory the President appointed Dewey as acting admiral. 

^ This great battle-ship had, on March 19th, begun her remarkable journey of 
some 15,000 miles from San Francisco around Cape Horn. On May 24th the 
Oregon arrived safely, and soon joined the blockading squadron. 



THE SPANISH-AMERICAN WAR 



433 



which, uu account of the high-lands and the narrow mouth 
ot its protected harbor, was thought to be a good hiding- 
place while taking on coal and other supplies, cer vera " bottled 
Soon after his arrival the fleet under Commo- "p" at Santiago, 
dore Schley discovered and blockaded the harbor. The 
Spanish fleet was now " bottled up." 

Still there w^as fear that Cervera might on some dark, 
stormy night succeed in getting away. To prevent this, a 
daring plan was laid to sink the 
collier Mcrrimac directly across 
the very narrow entrance to the 
harbor. Lieutenant Hobson 

and seven other Lieutenant Hob= 

heroic men tried son's daring ex= 
to carry out this ''°'*" 
plan ; but a Spanish shot having 
carried awa}' the rudder of the 
Mcrrimac belore she could be 
blown up, Hobson did not suc- 
ceed in sinking her directly 
across but only along the chan- 
nel, and thus but partly ob- 
structed it. 

420. On to Santiago. — A 
plan of campaign in Cuba was quickly organized, and an 
army of 15,000 men was soon on its way to unite with Ad- 
miral Sampson's squadron for the capture of Santiago and 
Cervera's fleet. A little later the troops were on Cuban 
soil, pressing on toward Santiago. The advance had hardly 
begun when a battle took place at Las Guasi- Roosevelt Rough 
mas' between about 1,000 Americans, among Riders at Las 
whom were the famous Roosevelt Rough Rid- "^simas. 
ers, and a force of Spaniards considerable larger. This bat- 
tle was fought in a tropical forest, where the dense under- 
growth often made it impossible to see the enemy a few 
yards aw^ay The Americans advanced in a series of short, 

' The first engagement was at Guantanamo, where 600 American marines 
gallantly held their ground against an attack of greatly superior numbers. 




W. T. SAMPSON. 



434 



HISTORY OF THE UNITED STATES 




W. D. SHAFTER. 



desperate rushes, by which they steadily drove the Spaniads 
before them and won a signal victory. 

421. The Battle of Santiago. — Yet in spite of this vic- 
tory it was evident that the Spaniards would make a stout 

resistance. Moreover, the 
Americans had to face unusual 
difificulties. The so-called roads 
were rough paths frequently 
crossed by rushing torrents 
without bridges. Under such 
conditions heavy siege-guns 
could not be moved forward 
promptly. But delay meant 
something worse than Spanish 
bullets. The intense heat and 
the extreme dampness threat- 
ened the American ranks with 
deadly disease. General Shaf- 
ter theiefore decided to move 
on without delay, and on July ist made a vigorous attack 
upon the outworks of Santiago at El Caney on the Spanish 

A glorious Ameri= left and the StrOUg position of San Juan, corn- 
can victory, manding the city. Both these places were 
stoutly defended. The battle was hotly contested, but 
ended in glorious victory for the Americans, wdio by bril- 
liant charges swept the enemy before them and captured 
the two sti'ongholds. 

422. Cervera's Fleet Destroyed. — On the morning of 
July 3d the Spanish fleet dashed boldly out of the harbor 
in a desperate attempt to escape. When (about half-past 
nine) it was seen coming out every American sailor eagerly 
leaped to his post of dut3\ The battle was on. As at 
Manila, the Americans showed themselves superior to the 
Spaniards in gunnery, and won a victory as brilliant as that 
of Admiral Dewey. The entire Spanish fleet of six war- 
vessels was destro3'ed, 600 Spaniards were killed, and 1,300 
captured. Only one American was killed and one severely 
wounded, and not one of our ships was seriouslv harmed. 



THE SPANISH-AMERICAN WAR 



435 




\V. S. SCHLEY. 



About two weeks alterward Santiago and the eastern end 
of Cuba, with 22,000 Spanish soldiers, surrendered. 

423. Results of the War. — 
A larofe American lorce under 
General Miles was then sent 
to Porto Rico and was rapidly 
getting- control of the island 
when Spain expressed a desire 
for peace. The princij)al i-e- 
sults of the war as set forth in 
the ti'eaty, which, after much 
opposition, was ratified by the 
United States Senate, Febru- 
ary 6, 1899, were as follows: 
(i) Spain gave up Cuba and 
ceded to the United States 
Porto Rico. (2) She also ceded 
to the United States the Phil- 
ippines, the United States agreeing to pay her $20,000,000. 

Before this treaty could be ratified, however, some of 

the Filipino S, Aguinaldos re= 

led by Aguinal- beiiion. 
do, rebelled against the au- 
thority of the United States. 
After hard fighting Aguinal- 
do's forces were driven from 
their position near Manila 
and then out of Malolos, the 
rebel leader's capital. 

There weie two other 
striking results of the strug- 
gle. Some of T 4u 4 -1 

'^ Two other strike 

the great pOW- Ing results of the 

crs of Europe ^^''' 

showed in the earlier stages 

of the war a disposition to 

intervene in behall of Spain. But England refused to join 

them and indicated her warm sympathv for us. As a fortu- 




NELSON A. MII.KS. 



436 HISTORY OF THE UNITED STATES 

nate outcome of England's attitude, the most friendly rela- 
tions now exist between her and tliis country. The war 
also helped to bring all parts of the United States into 
closer and deeper sympathy. The various sections of our 
country are united as they have never been before. 



TO THE PUPIL 

1. Although the events discussed under " The New Union " are im- 

portant, their connection is not always easily traced. They require 
all the more careful study. 

2. Discuss the difficulties and results of the Atlantic Cable. Of what 

value is Alaska to the United States ? How many States like your 
own does its area equal ? 

3. What grievances had the Indians even after the adoption of Grant's 

peace policy ? What is the reservation system and why has it 
failed ? What was the Dawes Act ? 

4. Subject for debate : Resolved that the Indian has been unjustly 

treated by the whites. 

5. Name the causes of the financial panic of 1873 and show the connec- 

tion between it and Western settlement. What did the Centennial 
Exhibition teach the people ? 

6. What difficulty was there about the Presidential election of 1876 and 

how was it settled ? Observe that Rutherford B. Hayes was Presi- 
dent in 1877-1881. Name all the Presidents in order up to this time. 

7. Why was so much paper currency issued during the Civil War ? 

Upon what did the value of the greenbacks depend? What is meant 
by resumption of specie payment ? 

8. Review Jackson's introduction of the spoils system and rotation in 

office. What are the demoralizing influences of this system ? What 
is civil service reform ? 

9. Observe that James A. Garfield was inaugurated as a Republican 

President in 1 881 and that, after his death, Chester A. Arthur be- 
came President, continuing in office in 1881-1885. Grover Cleveland, 
elected by the Democrats, was President in 1885-1889; Benjamin 
Harrison, elected by the Republicans, was President in 1889-1893. 
For the next four years, 1893-1897, Cleveland was again President 
and gave place to William McKinley, who w^as inaugurated March 
4, 1897. What was the Presidential Act of 1886.? 
10. Prepare to write from three to five minutes on any of the following 
topics i Strikes and the Chicago anarchists, Oklahoma, the Pan- 
American Congress, the trouble with Italy, the Pension Bill, and 
the trouble with Chili. 



THE SPANISH-AMERICAN WAR 437 

11. Why do we need a strong navy ? 

12. What is the Australian ballot system, and why has it been introduced 

into most of our States ? 

13. What was the Bering Sea trouble ? What was the decision neached 

in regard to it by the tribunal of arbitration ? What is arbitration ? 

14. Write an outline of the silver legislation, 1873-1893. 

15. Before taking up the tariff question here review the difficulties about 

the tariff which resulted in nullification in South Carolina in Jack- 
son's administration. What were the Mills Bill, the Wilson Bill, 
and the McKinley Bill ? 

16. Review the Monroe Doctrine and Maximilian in Mexico. What was 

the trouble between Venezuela and England ? What attitude did 
our government take toward this trouble ? 

17. What were the leading political questions before the people in the 

Presidential campaign of 1896 ? What answers did the Republi- 
cans propose ? the Democrats ? 

18. What was the policy of Concentration ? 

19. Do you think the United States was justified in going to war with 

Spain at this time ? Give reasons for your answer. 

20. Be sure that you are perfectly clear as to the location of Manila, 

Havana, and Santiago. Why did Dewey go to Manila.? Imper- 
sonating him give an account of your experiences. 

21. Give a brief account of the fighting near Santiago. 

22. Imagine yourself on an American ship as Cervera's fleet came out of 

the harbor of Santiago, and describe the battle. 

23. What were the striking results of the war ? 

24. What was the cause of Aguinaldo's rebellion ? 

25. Name in order the Presidents of the United States. 



CHAPTER XXIII 

SOME SOCIAL, ECONOMIC, AND POLITICAL CONDITIONS AND 
PROBLEMS OF THE PRESENT 

REFERENCES : Scribner's Popular History of the United States, V. ; Andrews's 
Last Quarter Century, II. 

OUTSIDE READINGS: Boone's Education in the United States; Tyler's History 
of American Literature; Richardson's American Literature; Stedman's 
Poets of America; Hudson's History of Journalism in America; various mag- 
azine articles. 

424. The Natural Advantages of the United States. 

— As the United States in its vast extent has many vari- 
eties of soil and climate, its productions also are varied. 
Our coasts offer valuable fisheries, and the prairies furnish 
excellent pasturage for sheep and cattle. Extensive areas of 
forest lands supply the best timber, and rich mineral depos- 
its of gold, silver, iron, and coal lie imbedded in the moun- 
tain regions. Our coal supply is many times greater than 
that of all Europe, including England. From all these 
sources we get abundant raw material with which to sup- 
ply our factories, and still have some things to spare for 
trade in foreign markets. 

425. City Population and Municipal Reform.— But the 
growth of wealth and the massing of popuhition in great 
centres have brought new problems to the front. When 
the Constitution went into effect, in 1789, only about three 
per cent, of the people of the United States lived in 
cities; in 1890 nearly thirty per cent, were in cities of 
8,000 inhabitants and upward. The immense growth of 
manufactures and commerce has largely caused this change, 

439 



440 HISTORY OF THE UNITED STATES 

which is therefore most noticeable in the North and 
East. In the South and West, mainly devoted to agricult- 
ure, the city populations are comparatively small. This 
Difficult probtem massiug of large numbers of people in com- 
furnishedby mcrcial ajid manufacturinsf centres furnishes a 

large city _ _ _ o 

populations. difficult political problem. Many of the most 

ignorant foreign-born voters are found in such centres, and, 
being without intelligent ideas about republican institu- 
tions, they can the more readily be induced to sell their 
votes. As the strength of republican institutions depends 
upon the morality and intelligence of the people, the prac- 
tice of buying and selling votes must have the effect of 
weakening our municipal institutions. 

But a widespread movement in the interests of better 
city government is making itself felt more and more every 
Widespread year. To insure the greater success of the 

movement in the niovcmcnt, the National Municipal League 

interest of better ' _ . 

city government, has been formed, which now (1897) includes 
over seventy municipal reform associations. It is hoped 
that by united and persistent effort good citizens will, 
in time, secure the adoption of good laws only and the 
election of those men only whose ability and honesty is 
unquestioned. 

426. Street Railways and the Cities. — The crowding 
of population in cities is not accidental nor a condition that 
is peculiar to this country. It results from the building up 
of multiplied industries which are best carried on by great 
bodies of workmen. But while these many industries re- 
quire masses of men, the city, which has become a great 
trade and manufacturing centre, cannot supply comfortable 
homes in the vicinity of its business. 

It is here that the electric railway comes in to unite the 
city and the country. These railways make it possible for 
The street raiu the wage-camer to return at night, after his 
v^-ay a necessity ^lav's labor, to the frcsh air and wholesome 

and a means of -^ ' 

recreation. surrouudiugs of the couutry, where his family 

can live much more comfortably and at much less expense 
than in the crowded cit_y. The railw^ay, then, is not so 



CONDITIONS AND PROBLEMS OF THE PRESENT 44 1 

much a luxur}^ as a necessity ; but even as a means of rec- 
reation in affording inexpensive open-air trips to the coun- 
try, it adds much to the health and comfort of the commu- 
nity in which it exists. In the development of the street 
railway the United States surpasses all the rest of the 
world, having- over 15,000 miles (1897). 

427. Education.— xA-U our material advantages would be 
worth little without a moral and intelligent people to make 
a proper use of them. For this reason the United States 
has been among the foremost countries of the world in edu- 



.'%V^:^t- 



^S^. 



?^,, 



'».,■%. 



'm 

»;■'■.•* 







PROPOSED FORM OK ELECTRIC RAILWAY. 
(A speed of one hundred and twenty miles an hour has been attained by this system.) 

eating its citizens. From the earliest colonial times Amer- 
cans have shown a great interest in the education of their 
children. The famous Ordinance of 1787 set aside one sec- 
tion of every township for the support of public schools, and 
all the newer States use the proceeds of two Liberal provision 
sections in every township as a public-school made for public 
fund. Every State and organized territory in ^^^^ ^' 
the Union now has its system of public schools. The num- 
ber of pupils enrolled last year (1896) was nearly 14,000,000, 
the cost of maintaining the schools being more than $170,- 
000,000. As a natural result of such a system the progress 
of education in tlie United States has been wonderful. 

The people have shown much interest in higher educa- 



442 



HISTORY OF THE UNITED STATES 



tion also. Among the older colleges and universities are 
Harvard, Yale, Princeton, and Columbia; among the newer 
Interest in oncs, Johns Hopkins University, Chicago Uni- 

higher education, yersitj, University of Michigan, and Leland 
Stanford University. For the higher education of women 
exclusively, Vassar, Wellesley, Smith, Bryn Mawr, and 
Radcliffe are well-equipped colleges. The number of col 
leges and universities in the United States is now nearly 





WASHI.N'GTUM' IRVING. 



JAMES FENIMORE COOPER 



five hundred,^ and their grounds, buildings, and productive 
funds are valued at not less than $200,000,000. Besides col- 
leges and universities there are many professional and sci- 
entific schools, such as the Massachusetts Institute of Tech- 
nology, Boston, and Drexel Institute, Philadelphia. 

Many of these higher institutions of learning have been 
established by gifts and bequests of rich men and women, 
_. .. , .. who have oriven of their abundance not only 

Education of the t^ J 

weak and help- for the development of good and strong 

minds, but also for the training and support 

of the weak and helpless classes of society. There are in 

the United States over one hundred and forty institutions 

' Many of these, however, are colleges only in name. 



CONDITIONS AND PROBLEMS OF THE PRESENT 



443 



(or those classes of the coniniiinit\- tliat require help. No 
other people has clone so much to educate the masses and 
to make better the condition of the weak and the suffering, 

428. Newspapers and Periodicals.— The high average 
of intelligence in the United States has created a great de- 
mand for newspapers and magazines. There are now nearly 
twenty thousand of them, sending out more than three 
thousand million copies a year. They have become an im- 
mense educational force, giving the people a keener, more 
intelligent interest in public affairs. 

429. Literature. — For a long time after the settlement of 
the English colonies the people were too busy with the 
work of clearing the land and building homes for them- 
selves to produce any literature. Washington Irving, born 
the same year that the Revolution was brought to a close, 
first attracted public attention by his Knickerbocker History 
of Neiv York. He has rightly been called the "Father of 





WILLIAM CULLF.N IIRVANT. 



NAIIIAMEL IIAUTIIORNE. 



American Literature." J. Fenimore Co(^]^er, his contem- 
porary, was the hrst American novelist. He wrote the 
first sea-story which attracted the attention irving. cooper, 
of the world, and was author of the famous and Bryant. 
Lcathcrstoekiiig Tales, describing the life of the Ameiican 



444 



HISTORY OF THE UNITED STATES 



Indian. The stories were written with such freshness and 
originality that they were eagerly read in many countries. 
Our first poet to be recognized in England, William CuUen 
Bryant, belonged to the same period. He came into fame 
by his well-known poem Thanatopsis, written when he was 
nineteen. 

Among the familiar names of later American literature 
are the following: poets, Henry Wadsworth Longfellow, 
John Greenleaf Whittier, Oliver Wendell Holmes, Edgar 





RALPH WALDO EMERSON. 



JOHN GREENLEAF WHITTIER. 



Allan Poe, Ralph Waldo Emerson, and James Russell Low- 
ell ; essayists, Emerson and Lowell ; novelists, Nathaniel 
other familiar Hawthomc, W. D. Howclls, Henr}^ James, Har- 
names in Amer- net Beccher Stowc ; historiaus, George Ban- 
croft, John Lothrop Motley, William H. Pres- 
cott, and Francis Parkman. Much excellent work has been 
done bv living writers, especially in the department of 
American History, and this work is coming from all parts 
of the country. 

430. Problems of the Hour. — The great educational in- 
fluences, coming from the public schools, from higher in- 
stitutions of learning, from the newspapers and periodicals 
and from the reading and study of good literature, are pre- 



CONDITIONS AND PROBLEMS OF THE PRESENT 



445 




* 



■0^ ^ 



% 



paring the people rightly to solve the problems of the 
hour. These problems include the Indian question, the 
race problem in the South, temperance reform, ballot 
reform, immigration, the tariff, the money question, civil 
service reform, woman suffrage, and the strife between 
labor and capital. The right solution of these difficult 
problems demands intelligence, patience, and conscientious 
effort. We must take time to 
study them and we must try to 
look at them from more than one 
point of view. If we approach 
them with a broad and generous 
spirit, with an earnest desire to 
find out the truth, we shall be 
more likely to understand them 
and to take the proper steps to 
a satisfactory solution. 

431. Relation of the Individ- 
ual Citizen to the State. — The 
character of the State is deter- 
mined by the character of its 
citizens. We should never for- 
get that a vast territory like ours, 

with all its wealth, is not necessarily great. The greatness 
of a country is not measured by what it has in land, pro- 
ductions, trades, and educational institutions, but by what 
its people are. If they are intelligent and patriotic, ready 
at all times to do their duty in the interest of the public 
good, their future is assured. 

You, my young reader, owe much to your country for 
what it has done for you. It has been said that America 
means opportunity. It does. It means oppor- America means 
tunity to get wealth, power, influence, and opportunity, 
honor. It means opportunity to make the most of your 
powers of body and mind. But, more than all else, it 
means opportunit}' to make the institutions of 3'our countrv 
better by honest, faithful service, and sincere efforts to 
know the truth. 




GEORGE BANCROFT. 



446 



HISTORY OF THE UNITED STATES 



Charles Suniner said of our national Hag": " The stripes 
of alternate red and white proclaim the original union of 
thirteen States to maintain the Declaration of Independence. 
Its stars, white on a field of blue, proclaim the union of 
States constituting our national constellation, which re- 
ceives a new star with every new State. These two signify 
union, past and present. The very colors have a language 
which was officially recognized by our fathers. White is 
for purity, red for valor, blue for justice." 




" I pledge allegiance to my flag and the republic for 
which it stands, one nation, indivisible, with liberty and 
justice for all." 



TO THE PUPIL 

1. What is meant by municipal reform and why is it needed? What are 

the advantages of street railways in our cities ? 

2. What liberal provision has been made for public schools in this coun- 

try ? 

3. What are some of the familiar names in American literature? Name 

some of the problems of the hour. 

4. What advantages does our country enjoy by reason of its geographical 

isolation ? What is the relation of an individual citizen to the state ? 

5. Before laying aside the study of this history learn the symbolism, as 

given by Charles Sumner, of the colors of the " Stars and Stripes," 
and memorize the " pledge." 



CONDITIONS AND PROBLEMS OF THE PRESENT 447 



CHRONOLOGY 

1867. March i, Nebraska admitted to the union. 

1868. yu/y 28, FOURTEENTH AMENDMENT ADOPTED. 

1869. March 4, ulvsses s. grant inaugur-vped president. 

. jl/ay 10, FIRST PACIFIC railroad COMPLETED. 

1870. A/arch 30, FIFTEENTH AMENDMENT RATIFIED. 

THE NINTH CENSUS, SHOWING A POPULATION OF 38,558,371. 

1871. yantiary, ALL states again represented in congress. 
1873. l-'ebruary, LAW passed demonetizing silver. 

March 4, ULYSSES s. grant inaugur.\ted preside.nt. 

FINANCIAL panic. 

1876. CENTENNIAL EXPOSITION AT PHILADELPHIA. 
FIRST TELEPHONE PATENTED. 

August I, COLORADO ADMITTED TO THE UNION. 

1877. March 4, RUTHERFORD B. HAYES INAUGURATED PRESIDENT. 
yidy, GREAT RAILROAD STRIKE IN PITTSBURG. 

1878. February, BLAND-ALLISON SILVER BILL PASSED. 
ELECTRIC LIGHT INVENTED. 

1879. yanuary I, RESUMPTION OF SPECIE PAYMENTS. 

1880. THE TENTH CENSUS, SHOWING A POPULATION OF 50,155,783. 
r88l. March 4, JAMES A. GARFIELD inaugurated PRESIDENT. 

September 22, CHESTER a. ARTHUR FORMALLY INAUGURATED. 

1883. LETTER POSTAGE REDUCED TO TWO CENTS. 

1884. December, NEW ORLEANS exposition opened. 

1885. March 4, grover Cleveland inaugurated president. 

1889. March 4, BENJAMIN HARRISON INAUGURATED PRESIDENT. 
April 22, OKLAHOMA OPENED TO SET! LERS. 
PAN-AMERICAN CONGRESS MET IN WASHINGTON. 

November 2, NORTH Dakota admitted to the union. 
November 2, south Dakota admitted to the union. 
November 8, MONTANA admitted to the union. 
November ir, WASHINGTON admitted to the union. 

1890. DEPENDENT PENSIONS ACT BECAME A LAW. 
yuly 3, IDAHO ADMITTED TO THE UNION. 
yuly 10, WYOMING ADMITTED TO THE UNION. 

Mckinley tariff bill became a law. 

sherman silver purchase 'law passed. 

the eleventh census, showing a population of 62,622,250. 

1893. yamiary 14. revolution in Hawaii. 

March 4, GROVER CLEVELAND INAUGURATED PRESIDENT. 
May I, COLUMBIAN world's fair OPENED AT CHICAGO. 

1894. yune, PULLMAN BOYCOTT. 

August 27, THE WILSON BILL BECAME A LAW. 

1895. December 17, president Cleveland's Venezuela message. 

1897. March 4, William McKinley inaugurated president. 
yuly 24, dingley tariff bill became a law. 

1898. April 25, congress declares war to exist with spain. 
May I, Dewey's victory at .Manila. 

yuly I, BATTLE OF SANTIAGO. 

y'uly 3, cervera's fleet destrovkd. 

1899. February 6, treaty of peace with spain ratified. 



* 







/f/^'*A'i'r< 



AT THE WOKl.lJ S FAIR. 
The Administralion Building on Chicago Day. 



APPENDIX A . 
THE DECLARATION OF INDEPENDENCE 

IN CONGRESS, JULY 4, 1776 

The following preamble and specifications, known as the Declaration of Inde- 
pendence, accompanied the resolution of Richard Henry Lee, which was adopted by 
Congress on the 2d day of July, 1776. This declaration was agreed to on the 4th, 
and the transaction is thus recorded in the Journal for that day: 

"Agreeably to the order of the day, the Congress resolved itself ittto a committee 
of the whole, to take into their further consideration the Declaration; and, after 
some time, the president 7-esiimed the chair, and Mr. Harrison reported that the 
committee hai^e agreed to a Declaration, luhich they desired him to report. The 
Declaration being read, ivas agreed to asfollo'ivs : " 

A DECLARATION BY THE REPRESENTATIVES OF THE UNITED 
STATES OF AMERICA, IN CONGRESS ASSEMBLED. 

When, in the course of human events, it becomes necessary for one people to 
dissolve the political bands which have connected them with another, and to as- 
sume, among the powers of the earth, the separate and equal station to which the 
laws of nature and of nature's God entitle them, a decent respect to the opinions 
of mankind requires that they should declare the causes which impel them to the 
separation. 

We hold these truths to be self-evident — that all men are created equal ; that 
they are endowed by their Creator with certain inalienable rights ; that among these 
are life, liberty, and the pursuit of happiness. That, to secure these rights, gov- 
ernments are instituted among men, deriving their just powers from the consent of 
the governed; that, whenever any form of government becomes destructive of 
these ends, it is the right of the people to alter or abolish it, and to institute a new 
government, laying its foundations on such principles, and organizing its powers 
in such form, as to them shall seem most likely to effect their safety and happiness. 
Prudence, indeed, will dictate that governments long established should not be 
changed for light and transient causes ; and, accordingly, all experience hath shown 
that mankind are more disposed to suffer, while evils are sufferable, than to right 
themselves by abolishing the forms to which they are accustomed. But when a 

44') 



450 APPENDIX A 

long train of abuses and usurpations, pursuing invariably the same object, evinces 
a design to reduce them under absolute despotism, it is their right, it is their duty, 
to throw off such government, and to provide new guards for their future security. 
Such has been the patient sufferance of these colonies, and such is now the necessity 
which constrains them to alter their former systems of government. The history 
of the present king of Great Britain is a history of repeated injuries and usurpations, 
all having in direct object the establishment of an absolute tyranny over these 
States. To prove this, let facts be submitted to a candid world. 

1. He has refused his assent to laws the most wholesome and necessary for 
the public good. 

2. He has forbidden his governors to pass laws of immediate and pressing im- 
portance, unless suspended in their operations till his assent should be obtained ; 
and, when so suspended, he has utterly neglected to attend to them. 

3. He has refused to pass other laws for the accommodation of large districts of 
people, unless those people would relinquish the right of representation in the Leg- 
islature — a right inestimable to them, and formidable to tyrants only. 

4. He has called together legislative bodies at places unusual, uncomfortable, 
and distant from the repository of their public records, for the sole purpose of fa- 
tiguing them into compliance with his measures. 

5. He has dissolved representative houses repeatedly, for opposing, with manly 
firmness, his invasions on the rights of the people. 

6. He has refused, for a long time after such dissolutions, to cause others to be 
elected, whereby the legislative powers, incapable of annihilation, have returned to 
the people at large for their exercise ; the State remaining, in the meantime, ex- 
posed to all the dangers of invasions from without, and convulsions within. 

7. He has endeavored to prevent the population of these States ; for that pur- 
pose obstructing the laws for the naturalization of foreigners; refusing to pass 
others to encourage their migration hither, and raising the conditions of new appro- 
priations of lands. 

8. He has obstructed the administration of justice, by refusing his assent to 
laws for establishing judiciary powers. 

9. He has made judges dependent on his will alone for the tenure on their offices, 
and the amount and payment of their salaries. 

ID. He has erected a multitude of new offices, and sent hither swarms of officers, 
to harass our people and eat out their substance. 

11. He has kept among us in times of peace, standing armies, without the con- 
sent of our Legislatures. 

12. He has affected to render the military independent of, and superior to, the 
civil power. 

13. He has combined with others to subject us to a jurisdiction foreign to our 
constitutions, and unacknowledged by our laws ; giving his assent to their acts of 
pretended legislation ; 

14. For quartering large bodies of armed troops among us ; 

15. For protecting them, by a mock trial, from punishment for any murders 
which they should commit on the inhabitants of these States ; 



THE DECLARATION OF INDEPENDENCE 45 1 

16. For cutting off our trade with all parts of the world ; 

17. For imposing taxes on us without our consent ; 

18. For depriving us, in many cases, of the benefits of a trial by jury ; 

19. For tra-nsporting us beyond seas, to be tried for pretended offenses ; 

20. For abolishing the free system of English laws in a neighboring province, 
establishing therein an arbitrary government, and enlarging its boundaries, so as to 
render it at once an example and fit instrument for introducing the same absolute 
rule into these colonies ; 

21. For taking away our charters, abolishing our most valuable laws, and alter- 
ing, fundamentally, the forms of our governments ; 

22. For suspending our own Legislatures, and declaring themselves invested 
with power to legislate for us in all cases whatsoever. 

23. He has abdicated government here, by declaring us out of his protection, 
and waging war against us. 

24. He has plundered our seas, ravaged our coasts, burned our towns, and de- 
stroyed the lives of our people. 

25. He is at this time transporting large armies of foreign mercenaries to com- 
plete the works of death, desolation and tyranny, already begun with circumstances 
of cruelty and perfidy scarcely paralleled in the most barbarous ages, and totally un- 
worthy the head of a civilized nation. 

26. He has constrained our fellow-citizens, taken captive on the high seas, to 
bear arms against their country, to become the executioners of their friends and 
brethren, or to fall themselves by their hands. 

27. He has excited domestic insurrection among us, and has endeavored to 
bring on the inhabitants of our frontiers the merciless Indian savages, whose known 
rule of warfare is an undistinguished destruction of all ages, sexes, and conditions. 

In every stage of these oppressions we have petitioned for redress in the most 
humble terms ; our repeated petitions have been answered only by repeated injury. 
A prince whose character is thus marked by every act which may define a tyrant, 
is unfit to be the ruler of a free people. 

Nor have we been wanting in our attentions to our British brethren. We have 
warned them, from time to time, of attempts by their legislature to extend an un- 
warrantable jurisdiction over us. We have reminded them of the circumstances of 
our emigration and settlement here. We have appealed to their native justice and 
magnanimity, and we have conjured them by the ties of our common kindred to 
disavow these usurpations, which would inevitably interrupt our connections and 
correspondence. They, too, have been deaf to the voice of justice and of consan- 
guinity. We must, therefore, acquiesce in the necessity which denounces our sep- 
aration, and hold them as we hold the rest of mankind — enemies in war ; in peace, 
friends. 

We, therefore, the representatives of the United States of America in general 
Congress assembled, appealing to the Supreme Judge of the world for the recti- 
tude of our intentions, do, in the name and by the authority of the good people 
of these colonies, solemnly publish and declare that these united colonies are, 
and of right ought to be, free and independent States ; that they are absolved 



452 



APPENDIX A 



from all allegiance to the British crown, and that all political connection between 
them and the state of Great Britain is, and ought to be, totally dissolved, and 
that, as free and independent States, they have full power to levy war, conclude 
peace, contract alliances, establish commerce, and do all other acts and things 
which independent States may of right do. And for the support of this Declaration, 
with a firm reliance on the protection of Divine Providence, we mutually pledge to 
each other our lives, our fortunes, and our sacred honor. 

The foregoing declaration was, by order of Congress, engrossed, and signed by 
the following members : 

JOHN HANCOCK. 



NEW HAMPSHIRE. 

JOSIAH BaRTLETT, 

William Whipple, 
Matthew Thornton. 

MASSACHUSETTS BAY. 

Samuel Adams, 
John Adams, 
Robert Treat Paine, 
Elbridge' Gerry. 

RHODE ISLAND. 

Stephen Hopkins, 
William Ellery. 

CONNECTICUT. 
Roger Sherman, 
Samuel Huntington, 
William Williams, 
Oliver Wolcott. 



NEW YORK. 

William Floyd, 
Philip Livingston, 
Francis Lewis, 
Lewis Morris. 



NEW JERSEY. 

Richard Stockton, 
John Witherspoon, 
Francis Hopkinson, 
John Hart, 
Abraham Clark. 

PENNSYLVANIA. 
Robert Morris, 
Benjamin Rush, 
Benjamin Franklin, 
John Morton, 
George Clymer, 
James Smith, 
George Taylor, 
James Wilson, 
George Ross. 

DELAWARE. 
C.tsAR Rodney, 
George Read, 
Thomas M'Kean. 

MARYLAND. 

Samuel Chase, 
William Paca, 
Thomas Stone, 
Charles Carroll, of 
CarroUton. 



VIRGINIA. 

George Wythe, 
Richard Henry Lee, 
Thomas Jefferson, 
Benjamin Harrison, 
Thomas Nelson, Jun., 
Francis Lightfoot Lee, 
Carter Braxton. 

NORTH CAROLINA. 
William Hooper, 
Joseph Hewes, 
John Penn. 

SOUTH CAROLINA. 
Edward Rutledge, 
Thomas Heyward, Jun., 
Thomas Lynch, Jun., 
Arthur Middleton. 

GEORGIA. 

Button Gwinnett, 
Lyman Hall, 
George Walton. 



APPENDIX B 



A CHART ON THE CONSTITUTION 



Some Steps toward the 
Constitution. 



f New England Confederation (1643). 

Franklin's Plan of Union (1754). 
I Stamp Act Congress (1765). 
I Committees of Correspondence (1772). 
•{ First Meeting of the Continental Congress (1774). 
I Declaration of Independence (1776). 

Adoption of Articles of Confederation (1781). 

Annapolis Convention (1786). 
_ Constitutional Convention (1787). 



Legislative Depart- 
ment 



House of Represent- 



Manner of election. 
Term of office. 
Qualifications. 

atives -j Represents the people. 

Census. 
I Apportionment. 
|_ Speaker the Presiding Officer. 



Senate. 



f Number. 

I Manner of election. 

I Term of office. 

■{ Represents the States. 

Qualifications, 
j Sole power to try impeachments. 
[ Vice-President the Presiding Officer. 



Executive Depart- 
ment 



Judicial Department. 



f Term of office. 

I Manner of election. 

President -| Qualifications. 

I Oath of office. 

1^ Impeachment. 

I Manner of appointment. 

Cabinet < Number. 

( Duties. 

( Manner of appointment 

Judges -I Number. 

( Term of office. 

( Supreme. 

Courts a' Circuit. 

( District 



453 



454 



APPENDIX B 



Congress 



' Time of meeting. 
Quorum. 
Adjournment. 
Journal. 

How a Bill becomes 
a Law. 



Congress has power — 
To lay ta.xes. 
To borrow money. 
To regulate commerce. 
To naturalize foreigners. 
To coin money. 

To fix standard of weights and measures 
To establish post-offices. 
To declare war. 
To raise and support armies. 
To provide and maintain a navy. 
To maintain light houses. 
To make new States. 



r Commander-in-chief of 
j the army and navy. 
President's ] With the advice and 
Powers.. I consent of the Sen- 

! ate makes treaties f Ambassadors. 

i. and appoints J Ministers. 

I Consuls. 
[ Judges. 



President's 
Duties. . 



I Messages to Con- 

I gress. Special 

I sessions of Con- 

I gress. Receives 

I Ambassadors. 

I Attends to ex- 

1 ecution of laws. 



CONSTITUTION OF THE UNITED STATES 



We, the People of the United States, in order to form a more perfect union, 
establish justice, insure domestic tranquillity, provide for the common defence, pro- 
mote the general welfare, and secure the blessings of liberty to ourselves and our 
posterity, do ordain and establish this Constitution for the United States of 
America. 

ARTICLE I. — Legislative Department. 

SECTION I. All legislative powers herein granted shall be vested in a Con- 
gress of the United States, which shall consist of a Senate and House of Represent- 
atives. 

SECTION II. — Clause i. The House of Representatives shall be composed 
of members chosen every second year by the people of the several States, and the 
electors in each State shall have the qualifications requisite for electors of the most 
numerous branch of the State Legislature. 

Clause 2. No person shall be a representative who shall not have attained to 
the age of twenty-five years, and been seven years a citizen of the LTnited States, 
and who shall not, when elected, be an inhabitant of that State in which he shall be 
chosen. 

Clause 3. Representatives and direct taxes shall be apportioned among the sev- 
eral States which may be included within this L^nion, according to their respective 



CONSTITUTION OF THE UNITED STATES 455 

numbers,' which shall be determined by adding to the whole number of free persons, 
including those bound to service for a term of years, and excluding Indians not taxed, 
three fifths of all other persons. The actual enumeration shall be made within three 
years after the first meeting of the Congress of the United States, and within every 
subsequent term of ten years, in such manner as they shall by law direct. The num- 
ber of representatives shall not exceed one for every thirty thousand, but each State 
shall have at least one representative; and until such enumeration shall be made, 
the State of New Hampshire shall be entitled to choose three; Massachusetts, eight; 
Rhode Island and Providence Plantations, one; Connecticut, five; New York, six; 
New Jersey, four ; Pennsylvania, eight ; Delaware, one ; Maryland, six ; Virginia, 
ten ; North Carolina, five ; South Carolina, five ; and Georgia, three. 

Clause 4. When vacancies happen in the representation from any State, the 
executive authority thereof shall issue writs of election to fill such vacancies. 

Clause 5. The House of Representatives shall choose their Speaker and other 
officers ; and shall have the sole power of impeachment. 

SECTION III. — Clause i. The Senate of the United States shall be com- 
posed of two senators from each State, chosen by the Legislature thereof, for six 
years ; and each senator shall have one vote. 

Clause 2. Immediately after they shall be assembled in consequence of the first 
election, they shall be divided as equally as may be into three classes. The seats of 
the senators of the first class shall be vacated at the expiration of the second year ; 
of the second class, at the expiration of the fourth year ; and of the third class, at 
the expiration of the sixth year, so that one third may be chosen every second year ; 
and if vacancies happen by resignation, or otherwise, during the recess of the Legis- 
lature of any State, the executive thereof may make temporary appointments until 
the next meeting of the Legislature, which shall then fill such vacancies. 

Clause 3. No person shall be a senator who shall not have attained to the age 
of thirty years, and been nine years a citizen of the United States, and who shall not, 
when elected, be an inhabitant of that State for which he shall be chosen. 

Clause 4. The Vice-President of the United States shall be president of the 
Senate, but shall have no vote, unless they be equally divided. 

Clause 5. The Senate shall choose their other officers, and also a president /n? 
tempore, in the absence of the Vice-President, or when he shall exercise the office of 
President of the United States. 

Cl.\use 6. The Senate shall have the sole power to try all impeachments. 
When sitting for that purpose, they shall be on oath or affirmation. When the 
President of the United States is tried, the Chief-Justice shall preside ; and no 
person shall be convicted without the concurrence of two thirds of the members 
present. 

Clause 7. Judgment in cases of impeachment shall not extend further than to 
removal from office, and disqualification to hold and enjoy any office of honor, trust, 
or profit under the United States ; but the party convicted shall nevertheless be 

• Under the census of 1890 one representative is apportioned to every 173,901 people. 



456 APPENDIX B 

liable and subject to indictment, trial, judgment, and punishment, according to 
law. 

SECTION IV.-^Clause i. The times, places, and manner of holding elections 
for senators and representatives shall be prescribed in each State by the Legislature 
thereof ; but the Congress may at any time, by law, make or alter such regulations, 
except as to the places of choosing senators. 

Clause 2. The Congress shall assemble at least once in every year, and such 
meeting shall be on the first Monday in December, unless they shall by law appoint 
a different day. 

SECTION V. — Clause i. Each House shall be the judge of the elections, re- 
turns, and qualifications of its own members, and a majority of each shall constitute 
a quorum to do business ; but a smaller number may adjourn from day to day, and 
may be authorized to compel the attendance of absent members, in such manner, 
and under such penalties, as each house may provide. 

Clause 2. Each House may determine the rules of its proceedings, punish its 
members for disorderly behavior, and with the concurrence of two thirds, expej a 
member. 

Clause 3. Each House shall keep a journal of its proceedings, and from time to 
time publish the same, excepting such parts as may in their judgment require 
secrecy, and the yeas and nays of the members of either House on any question 
shall, at the desire of one fifth of those present, be entered on the journal. 

Clause 4. Neither house, during the session of Congress, shall, without the 
consent of the other, adjourn for more than three days, nor to any other place than 
that in which the two Houses shall be sitting. ^, 

SECTION VI. — Clause i. The senators and representatives shall receive a 
compensation for their services, to be ascertained by law and paid out of the treas- 
ury of the United States. They shall in all cases, except treason, felony, and 
breach of the peace, be privileged from arrest during their attendance at the ses- 
sion of their respective Houses, and in going to and returning from the same ; and 
for any speech or debate in either House, they shall not be questioned in any other 
place. 

Clause 2. No senator or representative shall, during the time for which he was 
elected, be appointed to any civil ofiSce under the authority of the United States, 
which shall have been created, or the emoluments whereof shall have been in- 
creased, during such time ; and no person holding any office under the United States 
shall be a member of either House during his continuance in office. 

SECTION VII. — Clause i. All bills for raising revenue shall originate in the 
House of Representatives ; but the Senate may propose or concur with amendments, 
as on other bills. 

Clause 2. Every bill which shall have passed the House of Representatives 
and the Senate, shall, before it become a law, be presented to the President of the 
United States ; if he approve, he shall sign it, but if not, he shall return it, with 



CONSTITUTION OF THE UNITED STATES 457 

his objections, to that house in wliicli it sliall have originated, who shall enter the 
objections at large on their journal, and proceed to reconsider it. If after such re- 
consideration, two thirds of that house shall agree to pass the bill, it shall be sent, 
together with the objections, to the other house, by which it shall likewise be recon- 
sidered, and if approved by two thirds of that house, it shall become a law. But in 
all such cases the votes of both houses shall be determined by yeas and nays, and 
the names of the persons voting for and against the bill shall be entered on the 
journal of each house respectively. If any bill shall not be returned by the Presi- 
dent within ten days (Sundays e.xcepted) after it shall have been presented to him, 
the same shall be a law, in like manner as if he had signed it, unless the Congress 
by their adjournment prevent its return, in which case it shall not be a law. 

Clause 3. Every order, resolution, or vote to which the concurrence of the 
Senate and House of Representatives may be necessary (except on a question of ad- 
journment) shall be presented to the President of the United States ; and before 
the same shall take effect, shall be approved by him, or being disapproved by him, 
shall be repassed by two thirds of the Senate and House of Representatives, accord- 
ing to the rules and limitations prescribed in the case of a bill. 

SECTION Vni. — Clause i. The Congress shall have power to lay and col- 
lect taxes, duties, imposts, and excises, to pay the debts and provide for the common 
defence and general welfare of the United States ; but all duties, imposts, and ex- 
cises shall be uniform throughout the United States ; 

CL.A.USE 2. To borrow money on the credit of the United States ; 

Clause 3. To regulate commerce with foreign nations, and among the several 
States, and with the Indian tribes ; 

Cl.\use 4. To establish an uniform rule of naturalization, and uniform laws on 
the subject of bankruptcies throughout the United States ; 

Clause 5. To coin money, regulate the value thereof, and of foreign coin, and 
fix the standard of weights and measures ; 

Clause 6. To provide for the punishment of counterfeiting the securities and 
current coin of the United States ; 

Cl.\use 7. To establish post-oiifices and post-roads ; 

Clause 8. To promote the progress of science and useful arts, by securing, for 
limited times, to authors and inventors the exclusive right to their respective writings 
and discoveries ; 

Clause 9. To constitute tribunals inferior to the Supreme Court ; 

Clause 10. To define and punish piracies and felonies committed on the high 
seas, and offences against the law of nations ; 

Clause ii. To declare war, grant letters of marque and reprisal, and make 
rules concerning captures on land and water ; 

Clause 12. To raise and support armies, but no appropriation of money to that 
use shall be for a longer term than two years ; 

Clause 13. To provide and maintain a navy ; 

Clause 14. To make rules for the government and regulation of the land and 
naval forces ; 



458 APPENDIX B 

Clause 15. To provide for calling forth the militia to execute the laws of the 
Union, suppress insurrections, and repel invasions ; 

Clause 16. To provide for organizing, arming, and disciplining the militia, and 
for governing such part of them as may be employed in the service of the United 
States, reserving to the States respectively the appointment of the officers, and the 
authority of training the militia according to the discipline prescribed by Con 
gress ; 

Clause 17. To exercise exclusive legislation in all cases whatsoever over such 
district (not exceeding ten miles square) as may, by cession of particular States, 
and the acceptance of Congress, become the seat of the government of the United 
States, and to exercise like authority over all places purchased by the consent of the 
Legislature of the State in which the same shall be, for the erection of forts, maga- 
zines, arsenals, dock-yards, and other needful buildings ; — And 

Clause 18. To make all laws which shall be necessary and proper for carrying 
into execution the foregoing powers, and all other powers vested by this Constitu- 
tion in the government of the United States, or in any department or officer 
thereof. 

SECTION IX.- — Clause i. The migration or importation of such persons as 
any of the States now existing shall think proper to admit, shall not be prohibited 
by the Congress prior to the year one thousand eight hundred and eight, but a tax 
or duty may be imposed on such importation, not exceeding ten dollars for each 
person. 

Clause 2. The privilege of the writ of habeas corpus shall not be suspended, 
unless when in cases of rebellion or invasion the public safety may require it. 

Clause 3. No bill of attainder or expostfacio\a.w shall be passed. 

Clause 4. No capitation or other direct tax shall be laid, unless in proportion 
to the census or enumeration hereinbefore directed to be taken. 

Clause 5. No tax or duty shall be laid on articles exported from any State. 

Clause 6. No preference shall be given by any regulation of commerce or rev- 
enue to the ports of one State over those of another ; nor shall vessels bound to or 
from, one State, be obliged to enter, clear, or pay duties in another. 

Clause 7. No money shall be drawn from the treasury but in consequence of 
appropriations made by law ; and a regular statement and account of the receipts 
and expenditures of all public money shall be published from time to time. 

Clause 8. No title of nobility shall be granted by the United States : And no 
person holding any office of profit or trust under them, shall, without the consent of 
the Congress, accept of any present, emolument, office, or title, of any kind what- 
ever, from any king, prince, or foreign State. 

SECTION X. — Clause i. No State shall enter into any treaty, alliance, or 
confederation ; grant letters of marque and reprisal ; coin money ; emit bills of 
credit ; make any thing but gold and silver coin a tender in payment of debts ; pass 
any bill of attainder, ex post facto law, or law impairing the obligation of contracts, 
or grant any title of nobility. 



CONSTITUTION OF THE UNITED STATES 459 

Clause 2. No State shall, without the consent of the Congress, lay any impost 
or duties on imports or exports, except what may be absolutely necessary for exe- 
cuting its inspection laws ; and the net produce of all duties and impost, laid by 
any State on imports or exports, shall be for the use of the treasury of the United 
States ; and all such laws shall be subject to the revision and control of the Con- 
gress. 

Clause 3. No State shall, without the consent of Congress, lay any duty of 
tonnage, keep troops, or ships of war, in time of peace, enter into any agreement or 
compact with another State, or with a foreign power, or engage in war, unless ac- 
tually invaded, or in such imminent danger as will not admit of delay. 



ARTICLE II.— Executive Department. 

SECTION I. — Clause i. The executive power shall be vested in a President 
of the United States of America. He shall hold his office during a term of four 
years, and, together with the Vice-President, chosen for the same term, be elected 
as follows : 

Clause 2. Each State shall appoint, in such manner as the Legislature thereof 
may direct, a number of electors, equal to the whole number of senators and repre- 
sentatives to which the State may be entitled in the Congress ; but no senator or 
representative, or person holding an office of trust or profit under the United States, 
shall be appointed an elector. 

Clause 3.1 

Clause 4. The Congress may determine the time of choosing the electors, and 
the day on which they shall give their votes ; which day shall be the same through- 
out the United States. 

Clause 5. No person except a natural-born citizen, or a citizen of the United 
States at the time of the adoption of this Constitution, shall be eligible to the office 
of President ; neither shall any person be eligible to that office who shall not have 
attained to the age of thirty-five years, and been fourteen years resident within the 
United States. 

Claxjse 6. In case of the removal of the President from office, or of his death, 
resignation, or inability to discharge the powers and duties of the said office, the 
same shall devolve on the Vice-President, and the Congress may by law provide for 
the case of removal, death, resignation, or inability, both of the President and Vice- 
President, declaring what officer shall then act as President ; and such officer shall 
act accordingly until the disability be removed, or a President shall be elected. 

Clause 7. The President shall, at stated times, receive for his services a com- 
pensation which shall neither be increased nor diminished during the period for 
which he shall have been elected, and he shall not receive within that period any 
other emolument from the United States, or any of them. 

Clause 8. Before he enter on the execution of his office, he shall take the fol- 

• This clause is no longer in force. Amendment XII. has superseded it. 



460 APPENDIX B 

lowing oath or affirmation : — " I do solemnly swear (or affirm) that I will faithfully 
execute the office of President of the United States, and will, to the best of my abil- 
ity, preserve, protect, and defend the Constitution of the United States." 

SECTION II. — Clause i. The President shall be commander-in-chief of the 
army and navy of the United States, and of the militia of the several States, when 
called into. the actual service of the United States; he may require the opinion, in 
writing, of the principal officer in each of the executive departments, upon any 
subject relating to the duties of their respective offices ; and he shall have power to 
grant reprieves and pardons for offences against the United States, except in cases 
of impeachment. 

Clause 2. He shall have power, by and with the advice and consent of the 
Senate, to make treaties, provided two thirds of the senators present concur ; and 
he shall nominate, and by and with the advice and consent of the Senate shall ap- 
point ambassadors, other public ministers and consuls, judges of the Supreme 
Court, and all other officers of the United States, whose appointments are not herein 
otherwise provided for, and which shall be established by law ; but the Congress 
may by law vest the appointment of such inferior officers, as they think proper, in 
the President alone, in the courts of law, or in the heads of department. 

Clause 3. The President shall have power to fill up all vacancies that may 
happen during the recess of the Senate, by granting commissions which shall expire 
at the end of their next session. 

SECTION III. — He shall from time to time give to the Congress information 
of the state of the Union, and recommend to their consideration such measures as 
he shall judge necessary and expedient ; he may, on extraordinary occasions, con- 
vene both Houses, or either of them, and in case of disagreement between them with 
respect to the time of adjournment, he may adjourn them to such time as he shall 
think proper ; he shall receive ambassadors and other public ministers ; he shall 
take care that the laws be faithfully executed, and shall commission all the officers 
of the United States. 

SECTION IV. — The President, Vice-President, and all civil officers of the 
United States, shall be removed from office on impeachment for, and conviction of, 
treason, bribery, or other high crimes and misdemeanors. 



ARTICLE III.— Judicial Department. 

SECTION I. — The judicial power of the United States shall be vested in one 
Supreme Court, and in such inferior courts as the Congress may from time to time 
ordain and establish. The judges, both of the Supreme and inferior courts, shall 
hold their offices during good behavior, and shall, at stated times, receive for their 
services a compensation which shall not be diminished during their continuance in 
office. 



CONSTITUTION OF THE UNITED STATES 46 1 

SECTION II. — Clause i.' The judicial power si.^ll extend to all cases, in law 
and equity, arising under this Constitution, the laws of the United States, and 
treaties made, or which shall be made, under their authority ; — to all cases affecting 
ambassadors, other public ministers, and consuls ; — to all cases of admiralty and 
maritime jurisdiction ; — to controversies to which the United States shall be a party; 
— to controversies between two or more States ; — -between a State and citizens of 
another State ; — between citizens of different States ; — between citizens of the same 
State claiming lands under grants of different States, and between a State or the 
citizens thereof, and foreign states, citizens, or subjects. 

Clause 2. In all cases affecting ambassadors, other public ministers and con- 
suls, and those in which a State shall be party, the Supreme Court shall have orig- 
inal jurisdiction. In all the other cases before mentioned, the Supreme Court shall 
have appellate jurisdiction, both as to law and fact, with such exceptions and under 
such regulations as the Congress shall make. 

Clause 3. The trial of all crimes, except in cases of impeachment, shall be by 
jury, and such trial shall be held in the State where the said crimes shall have been 
committed ; but when not committed within any State, the trial shall be at such 
place or places as the Congress may by law have directed. 

SECTION III. — Clause i. Treason against the United States shall consist 
only in levying war against them, or in adhering to their enemies, giving them aid 
and comfort. No person shall be convicted of treason, unless on the testimony of 
two witnesses to the same overt act, or on confession in open court. 

Clause 2. The Congress shall have power to declare the punishment of treason ; 
but no attainder of treason shall work corruption of blood, or fcfeiture, except dur- 
ing the life of the person attainted. 



ARTICLE IV.— General Provisions. 

SECTION I. — Full faith and credit shall be given in each State to the public 
acts, records, and judicial proceedings of every other .State ; and the Congress may 
by general laws prescribe the manner in which such acts, records, and proceedings 
shall be proved, and the effect thereof. 

SECTION II. — Clause i. The citizens of each State shall be entitled to all 
privileges and immunities of citizens in the several States. 

Clause 2. A person charged in any State with treason, felony, or other crime, 
who shall flee from justice, and be found in another State, shall, on demand of the 
executive authority of the State from which he fled, be delivered up, to be removed 
to the State having jurisdiction of the crime. 

Clause 3. No person held to service or labor in one State, under the laws 
thereof, escaping into another, shall in consequence of any law or regulation therein, 
be discharged from such service or labor, but shall be delivered up on claim of liie 
party to whom such service or labor may be due. 

' This clause has been modified by Amendment XI. 



462 APPENDIX B 

SECTION III. — Clause i. New States may be admitted by the Congress into 
this Union; but no new State shall be formed or erected within the jurisdiction of 
any other State ; nor any State be formed by the junction of two or more States, or 
parts of States, without the consent of the Legislatures of the States concerned as 
well as of the Congress. 

Clause 2. The Congress shall have power to dispose of and make all needful 
rules and regulations respecting the territory or other property belonging to the 
United States; and nothing in this Constitution shall be so construed as to preju- 
dice any claims of the United States, or of any particular State. 

SECTION IV. — -The United States shall guarantee to every State in this Union 
a republican form of Government, and shall protect each of them against inva- 
sion, and on application of the Legislature, or of the executive (when the Legisla- 
ture can not be convened), against domestic violence. 



ARTICLE v.— Power of Amendment. 

The Congress, whenever two thirds of both houses shall deem it necessary, 
shall propose amendments to this Constitution, or, on the application of the Legis- 
latures of two thirds of the several States, shall call a convention for proposing 
amendments, which, in either case, shall be valid to all intents and purposes, as 
part of this Constitution, when ratified by the Legislatures of three fourths of the 
several States, or by conventions in three fourths thereof, as the one or the other 
mode of ratification may be proposed by the Congress ; provided that no amend- 
ment which may be made prior to the year one thousand eight hundred and eight 
shall in any manner affect the first and fourth clauses in the ninth section of the 
first article; and that no State, without its consent, shall be deprived of its equal 
suffrage in the Senate. 

ARTICLE VI.— Miscellaneous Provisions. 

Clause i. All debts contracted, and engagements entered into, before the adop- 
tion of this Constitution, shall be as valid against the United States under this 
Constitution, as under the Confederation. 

Clause 2. This Constitution, and the laws of the United States which shall be 
made in pursuance thereof ; and all treaties made, or which shall be made, under 
the authority of the United States, shall be the supreme law of the land ; and the 
judges in every State shall be bound thereby, any thing in the Constitution or 
laws of any State to the contrary notwithstanding. 

Clause 3. The senators and representatives before mentioned, and the members 
of the several State Legislatures, and all executive and judicial officers, both of 
the United States and of the several States, shall be bound by oath or affirmation 
to support this Constitution ; but no religious test shall ever be required as a quali- 
fication to any office or public trust under the United States. 



CONSTITUTION OF THE UNITED STATES 



463 



ARTICLE VII.— Ratification of the Constitution. 

The ratification of the conventions of nine States shall be sufficient for the estab 
lishment of this Constitution I)et\veen the States so ratifying the same. 

Done in convention, by the unanimous consent of the Slates present, the 
seventeenth day of September, in the year of our Lord one thousand 
seven hundred and eighty-seven, and of the independence of the United 
States of America the twelfth. 
In witness whereof, we have hereunto subscribed our names. 

GEORGE WASHINGTON, 
President, and Deputy from Virginia. 

CONSENT OF THE STATES PRESENT." 



NEW HAMPSHIRE. 

JOH.NT LaNGDO.N, 

Nicholas Oilman. 

MASSACHUSETTS. 

Nathaniel Gorham, 
RuFUS King. 

CONNECTICUT. 
William Samuel Johnson, 
Roger Sherman. 



NEW YORK. 

Alexander Hamilton. 

NEW JERSEY. 
William Livingston, 
David Brearley, 
William Paterson, 
Jonathan Dayton. 

PENNSYLVANIA. 
Benjamin Franklin, 
Thomas Mifflin, 
Robert Morris, 
George Clymer, 
Thomas Fitzsimons, 
Jared Ingersoll, 
James Wilson, 
Gouverneur Morris. 



DELAWARE. 
George Read, 
Gunning Bedford, Jr., 
John Dickinson, 
Richard Bassett, 
Jacob Broom. 

MARYLAND. 

James McHenry, 

Daniel of St. Thomas Jenifer, 

Daniel Carroll. 



VIRGINIA. 
John Blair, 
James Madison, Jr. 

NORTH CAROLINA. 
William Blount, 
Richard Dobbs Spaight, 
Hugh Williamson. 

SOUTH CAROLINA. 
John Rutledge, 
Charles C. Pinckney, 
Charles Pinckney, 
Pierce Butler. 

GEORGIA. 
William Few. 
Abraham Baldwin. 
Attest: WILLIAM JACKSON, ^-rrr^/ary. 



1 Rhode Island was not represented in the Federal Convention. 



464 APPENDIX B 



AMENDMENTS! 

To the Constitution of the United States, Ratified according to the 
Provisions of the Fifth Article of the Foregoing Constitution. 

ARTICLE I. — Congress shall make no law respecting an establishment of 
religion, or prohibiting the free exercise thereof ; or abridging the freedom of 
speech, or of the press ; or the right of the people peaceably to assemble, and to 
petition the government for redress and grievances. 

ARTICLE II. — A well-regulated militia being necessary to the security of a 
free State, the right of the people to keep and bear arms shall not be infringed. 

ARTICLE III. — No soldier shall, in time of peace, be quartered in any house, 
without the consent of the owner, nor in time of war, but in a manner to be pre- 
scribed by law. 

ARTICLE IV. — The right of the people to be secure in their persons, houses, 
papers, and effects, against unreasonable searches and seizures, shall not be vio- 
lated, and no warrants shall issue, but upon probable cause, supported by oath or 
affirmation, and particularly describing the place to be searched, and the persons or 
things to be seized. 

ARTICLE V. — No person shall be held to answer for a capital or otherwise in- 
famous crime, unless on a presentment or indictment of a grand jury, except in 
cases arising in the land or naval forces, or in the militia, when in actual service in 
time of war and public danger ; nor shall any person be subject for the same offence 
to be twice put in jeopardy of life or limb ; nor shall be compelled in any criminal 
case to be a witness against himself, nor to be deprived of life, liberty, or property, 
without due process of law ; nor shall private property be taken for public use 
without just compensation. 

ARTICLE VI. — In all criminal prosecutions, the accused shall enjoy the right 
to a speedy and public trial, by an impartial jury of the State and district wherein 
the crime shall have been committed, which district shall have been previously 
ascertained by law, and to be informed of the nature and cause of the accusation ; 
to be confronted with the witnesses against him ; to have compulsory process for 
obtaining witnesses in his favor, and to have the assistance of counsel for his 
defence. 

ARTICLE VII. — In suits at common law, where the value in controversy shall 
exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried 
by a jury shall be otherwise re-examined in any court of the United States, than 
according to the rules of common law. 

ARTICLE VIII. — Excessive bail shall not be required, nor excessive fines im- 
posed, nor cruel and unusual punishments inflicted. 

' Amendments I. to X. were declared in force December 15, 1791. 



CONSTITUTION OF THE UNITED STATES 465 

ARTICLE IX. — The enumeration in the Constitution of certain rights, shall not 
be construed to deny or disparage others retained by the people. 

ARTICLE X. — The powers not delegated to the United States by the Constitu- 
tion, nor prohibited by it to the States, are reserved to the States respectively, or to 
the people. 

ARTICLE XI. ' — The judicial power of the United States shall not be construed 
to extend to any suit in law or equity, commenced or prosecuted against one of the 
United States by citizens of another State, or by citizens or subjects of any foreign 
state. 

ARTICLE XII.'' — The electors shall meet in their respective States, and vote by 
ballot for President and Vice-President, one of whom, at least, shall not be an 
inhabitant of the same State with themselves ; they shall name in their ballots the 
person voted for as President, and in distinct ballots the person voted for as Vice- 
President ; and they shall make distinct lists of all persons voted for as President, 
and of all persons voted for as Vice-President, and of the number of votes for each, 
which lists they shall sign and certify, and transmit sealed to the seat of the govern- 
ment of the United States, directed to the president of the Senate ; — the president 
of the Senate shall, in the presence of the Senate and Mouse of Representatives, 
open all the certificates, and the votes shall then be counted; — the person having 
the greatest number of votes for President, shall be the President, if such number 
be a majority of the whole number of electors appointed ; and if no person have 
such majority, then from the persons having the highest numbers not exceeding 
three on the list of those voted for as President, the House of Representatives shall 
choose immediately, by ballot, the President. But in choosing the President, the 
votes shall be taken by States, the representation from each State having one vote ; 
a quorum for this purpose shall consist of a member or members from two thirds of 
the States, and a majority of all the States shall be necessary to a choice. And if 
the House of Representatives shall not choose a President whenever the right of 
choice shall devolve upon them, before the fourth day of March next following, 
then the Vice-President shall act as President, as in the case of the death or other 
constitutional disability of the President. The person having the greatest number 
of votes as Vice-President, shall be the Vice-President, if such number be a majority 
of the whole number of electois appointed ; and if no person have a majority, then 
from the two highest numbers on the list, the Senate shall choose the Vice-Presi- 
dent; a quorum for the purpose shall consist of two thirds of the whole number of 
senators, and a majority of the whole number shall be necessary to a choice. But 
no person constitutionally ineligible to the office of President shall be eligible to that 
of Vice-President of the United States. 

ARTICLE XIII.''' — Sfxtion i. Neither slavery nor involuntary servitude, ex- 
cept as a punishment for crime, whereof the person shall have been duly convicted, 
shall exist within the United States, or any place subject to their jurisdiction. 

• Declared in force January 8, 1798. * Declared in force September 25, 1804. 

' Declared in force December x8, 1865. 



466 APPENDIX B 

Section 2. Congress shall have power to enforce this article by appropriate 
legislation. 

ARTICLE XIV.' — Section i. All persons born or naturalized in the United 
States, and subject to the jurisdiction thereof, are citizens of the United States 
and of the State wherein they reside. No State shall make or enforce any law 
which shall abridge the privileges or immunities of citizens of the United States ; 
nor shall any State deprive any person of life, liberty, or property, without due 
process of law, nor deny to any person within its jurisdiction the equal protection 
of the laws. 

Section 2. Representatives shall be appointed among the several States accord- 
ing to their respective numbers, counting the whole number of persons in each 
State excluding Indians not taxed. But when the right to vote at any election for 
the choice of electors for President and Vice-President of the United States, repre- 
sentatives in Congress, the executive or judicial officers of a State, or the members 
of the Legislature thereof, is denied to any of the male inhabitants of such State, 
being twenty-one years of age and citizens of the United States, or in any way 
abridged except for participation in rebellion or other crime, the basis of represen- 
tation therein shall be reduced in the proportion which the number of such male 
citizens shall bear to the whole number of male citizens twenty-one years of age in 
such State. 

Section 3. No person shall be a senator or representative in Congress, or 
elector of President or Vice-President, or hold any office, civil or military, under 
the United States, or under any State, who having previously taken an oath as a 
member of Congress, or as an officer of the United States, or as a member of any 
State Legislature, or as an executive or judicial officer of any State, to support the 
Constitution of the United States, shall have engaged in insurrection or rebellion 
against the same, or given aid or comfort to the enemies thereof. But Congress 
may, by a vote of two thirds of. each house, remove such disability. 

Section 4. The validity of the public debt of the United States, authorized by 
law, including debts incurred for payment of pension and bounties for services in 
suppressing insurrection or rebellion, shall not be questioned. But neither the 
United States nor any State shall assume or pay any debt or obligation incurred 
in aid of insurrection or rebellion against the United States, or any claim for the 
loss or emanicipation of any slave ; but all such debts, obligations, and claims shall 
be held illegal and void. 

Section 5. The Congress shall have power to enforce, by appropriate legisla- 
tion, the provisions of this article. 

ARTICLE XV.2— Section i. The rights of citizens of the United States to 
vote shall not be denied or abridged by the United States, or by any State, on 
account of race, color, or previous condition of servitude. 

Section 2. The Congress shall have power to enforce this article by appropriate 
legislation. 

» Declared in force July 28, 1868. * Declared in force March 30, 187a 



CONSTITUTION OF THE UNITED STATES 467 



TO THE PUPIL 

1. What colonies united to form the New England Confederation and 

what were its purposes and results? What was Franklin's plan of 
Union and why was it not adopted ? What did the Stamp Act Con- 
gress do ? What was the leading object of the Committees of Cor- 
respondence ? 

2. Under what circumstances was the first meeting of the Continental 

Congress held ? What led the colonies to adopt the Declaration of 
Independence ? 

3. When did the States adopt the Articles of Confederation? Explain 

the w^eakness of the central governing power, Congress, under the 
Articles of Confederation. Tell what you can about the Annapolis 
Convention ; the Constitutional Convention. 

4. Under the Constitution, what are the three departments of our gov- 

ernment ? Which of them makes the laws ? Which sees that they 
are carried out ? Which interprets them and tries cases arising 
under them? 

5. Of what does the legislative department consist ? How are members 

of the House of Representatives elected? For how long? What 
are their qualifications? 

6. How many people does each member of the House represent ? What 

is the unit of representation ? How can you find the number of rep- 
resentatives in any State ? How many in your own ? Why ? 

7. What do the Senators represent ? How are they elected and for what 

term of office ? What are their qualifications ? 

8. What exclusive functions has the House ? the Senate ? 

9. What are the qualifications of the President? How is he elected ? 

For what term of office is he elected ? What is meant by the im- 
peachment of the President? 

10. What is the President's Cabinet ? How many members had Wash- 

ington's Cabinet ? How many in the Cabinet now ? What are the 
duties of the Cabinet officers? 

11. Name the three kinds of national courts. How many judges are there 

in the Supreme Court ? How are they appointed and what is their 
term of office ? Why should we have national courts ? 

12. Explain the three courses which a bill must take in order to become a 

law. Name the powers of Congress enumerated in the chart. 

13. What military power has the President ? How are treaties and im- 

portant appointments made ? What duties of the President are 
named in the chart ? 



APFcNDIX C 
TABLE" OF STATES AND TERRITORIES 



No. 



3 

4 
5 
6 

7 
8 

9 
lo 
II 

12 
il- 

14 
15 
i6 

17 
i8 

19 
20 
21 

22 

23 

24 

25 
26 
27 
28 




Delaware' 

Pennsylvania . . . 

New Jersey 

Georgia 

Connecticut . . . . 
Massachusetts . . 

Maryland 

South Carolina. . 
New Hampshire 

Virginia 

New York 

North Carolina., 
Rhode Island . . 

Vermont 

Kentucky 

Tennessee 

Ohio 

Louisiana 

Indiana 

Mississippi . . . . , 

Illinois , 

Alabama 

Maine 

Missouri 

Arkansas 

Michigan 

Florida 

Texas 



Date of 

Admission. 



787 
787 
787 
788 
788 
788 



788 
788 
789 
790 
791 
792 
796 
802 
812 
816 
817 
818 
819 
820 
821 
836 

837 
845 

845 



Area in 
Square 
Miles. 



2,050 

45,215 

7,815 

59:475 
4,990 

8,315 
12,210 

30,570 

9,305 

42,450 

49,170 

52,250 

1,250 

9,565 
40,400 
42,050 
41,060 
48,720 

36,350 
46,810 
56,650 
52,250 
33,040 
69,415 
53,850 

58,915 

58,680 

265,780 



Represent- 
atives in 
Congress, 



I 

30 

8 
II 

4 
13 

6 

7 
2 

10 

34 

9 



1 1 

10 

21 

6 

13 

7 

22 

9 

4 

15 

6 



13 



Electoral 

Votes,2 

1897. 



32 
ID 

13 
6 

15 

8 
9 

4 
12 

36 



4 
13 

12 

23 
8 

15 

9 

24 

1 1 

6 

17 
8 

14 

4 

15 



« The population, the capital, and the largest city of each State may be found on the map be- 
tween pages 434 and 435. 

2 In 1897 the total number of representatives in Congress was 357. Add to this number 90, for 
the number of senators in the Senate, and the result is 447 Electoral votes. 

' The dates opposite the first thirteen — the " Original Thirteen " — indicate the year when the 
States ratified the Constitution. 

468 



TABLE OF STATES AND TERRITORIES 



469 



TVTo. 



29 
30 
31 
32 

33 
34 
35 
36 
37 
38 
39 
40 

41 

42 

43 
44 
45 



Name. 



Date of 
Admission. 



Iowa 

Wisconsin 

California 

Minnesota 

Oregon 

Kansas 

West Virginia 

Nevada 

Nebraska 

Colorado 

North Dakota. 

South Dakota 

Montana 

Washington 

Idaho 

Wyoming 

Utah 

New Mexico 

Arizona 

Alaska 

Indian Territory . . . . 

Oklahoma 

District of Columbia, 



846 
848 
850 
858 
859 
861 
863 
864 
867 
876 
889 



889 
S90 
890 
896 



Area in 
Square 
Miles. 



56,025 

56,040 

158,360 

83,365 
96,030 
82,080 
24,780 
I 10,700 

77,5'o 
103,925 

70,79s 

77,650 

146,080 

69, 1 80 

84,800 

97,890 

84,970 

122,580 

1 13,020 

577,390 
31,400 

39,030 
70 



Represent- 

atives in 

Congress, 

1897. 



I I 
10 

7 



Electoral 
Votes,' 
1897. 



13 

12 

9 

9 
4 
10 
6 
3 



* See note 2 on opposite page. 



APPENDIX D 
PRESIDENTS OF THE UNITED STATES 



President. 



State. 



George Washington 

John Adams 

Thomas Jefferson 

James Madison 

James Monroe 

John Quincy Adams 

Andrew Jackson 

Martin Van Buren 

Wilham Henry Harrison.... 
John Tyler 

James Knox Polk 

Zachary Taylor 

Millard Fillmore 

Franklin Pierce 

James Buchanan 

Abraham Lincoln , 

Andrew Johnson 

Ulysses Simpson Grant 

Rutherford Burchard Hayes 
James Abraham Garfield. . . 
Chester Alan Arthur 

Grover Cleveland 

Benjamin Harrison 

Gri ' ver Cleveland 

William McKinley 



By Whom 
Elected. 



Virginia 

Massachubetts. . 

Virginia 

Virginia 

Virginia 

Massachusetts. . 

Tennessee 

New York 

Ohio 

Virginia 

Tennessee 

Louisiana 

New York 

New Hampshire 
Pennsylvania. . . 
Illinois 

Tennessee 

Illinois 

Ohio 

Ohio 

New York 

New York 

Indiana 

New York 

Ohio 



Whole people 
Federalists. 
Dem.-Rep.. 
Dem.-Rep 
Dem.-Rep.. 

Rep 

Dem 

Dem 

Whigs 

Whigs 

Dem 

Whigs 

Whigs 

Dem 

Dem 

Rep 

Rep 

Rep , 

Rep 

Rep 

Rep 

Dem 

Rep 

Dem 

Rep 



Term of Office. 



Two terms ; 1789-1797. 
One term ; 1797-1801. 
Two terms ; 1801-1809. 
Two terms; 1S09-1817. 
Two terms; 1817-1825. 
One term; 1825-1829. 
Two terms; 1829-1837. 
One term; 1837-1841. 
One month; 1841. 
3 yrs. II mos. ; 1841- 

1845- 
One term; 1845-1849. 

1 yr. 4 mos. ; 1849, 1850. 

2 yrs. 8 mos. ; 1850- 

1853- 
One term; 1853-1857. 
One term; 1857-1861. 
One term and 6 wks. ; 

1861-1865. 

3 yrs. 10! mos. ; 1865- 
1869. 

Two terms ; 1869-1877. 
One term; 1877-1881. 
6 mos. 15 days ; 1881. 
3 yrs. 5 mos., 15 days ; 

1881-1885. 
One term ; 1885-1889. 
One term ; 1889-1893. 
One term ; 1893-1897. 
1897. 



470 



INDEX 



Abolitionists, 286-289 

Acadians, removal of, lor 

Adams, John, 154 ; presidency of, 220- 
223 ; sketch and portrait, 220 

Adams, J. Q. , sketch, 259; portrait, 26 ; 
presidency of, 259-263 ; defends the 
right of petition, 289 

Adams, Samuel, 142-145; 14S, 153; 
portrait, 154 ; 201 

Aguinaldo's rebellion, 435 

Alabama Claims, 363 

Alalhji/ia, Confederate cruiser, 362 

Alabama secedes, 319 ; 373, 388, 389 

Alaska, purchase of, 404 

Albany (Fort Orange), 66 

Alien and Sedition Laws, 221 

Allen, Ethan, 150 

Amsterdam, New, 66 

Anarchists, Chicago, 417 

Anderson, Major, 322 

Andre (an'dra), John, 187 

Andros, Sir Edmund, 60, 61, 70 

\ntietam, battle of, 342 

\nti-Federalist Party, 200, 220 

\ppomattox Court House, Lee surren- 
ders at, 366 



Arbitration, 422, 427, 428 

Arid region, 400 

Arkansas, 372, 373 

Armistcad (ar'mis-ted), General, 347 

Army, Continental, 149, 152 

Arnold, Benedict, 150, 164, 166, 171 ; 

his treason, 184-188 
Arthur, Chester A., sketch, 414 
Articles of Confederation, 194, 197 
Ashburton Treaty, 372 
Asia, European trade with, i 
Atlanta Exposition, 390 
Atlantic Cable, 403 
AustraHan Ballot System, 421 

Bacon's rebellion, 35 

Balboa discovers the I'acilic, 18 

Baltimore, Lord, 37 

Baltimore attacked by the British, 

248 
Bancroft, George, 445 
Bank, United States, 271, 272 
Barbary States, war with, 233 
Barclay, Captain, defeated by Perry on 

Lake Erie. 247 
Beauregard (bo're-gaard) General, 323 









KEY TO PRONUNCIATION.* 




a as 


in fat. 


e as 


in mete. 


as in note. 


u as in mute. 


a " 


" fate. 


e " 


" her. 


i) " " move. 


ii German ii, French u 


a " 


" far. 


i " 


" pin. 


" " nor. 


oi as in oil. 


a " 


" fare. 


i " 


" pine. 


u " " tub. 


ou " " pound. 


e " 


" met. 


" 


" not. 







A double dot under any vowel indicates the short «-sound, .is in but. 



* According to Century Dictionary. 

47' 



472 



INDEX 



Bell, A. G., 410 

Bennington, battle of, 166 

Bering Sea trouble, 422 

Berkeley, Sir William, 35 

Blacklists, 417 

Blaine, James G. , 422 

Blanco, Captain-General, 430 

Bland Silver Bill, 425 

Bon Homme Ricliard {^o-\~iow\ re-shJir'), 

180 
Boone, Daniel, 177 
Border ruffians, 304 
" Boston Massacre," 142 
Boston settled, 47 ; evacuated by the 

British, 153 
Boycott, 417 

Braddock, General, his defeat, 100 
Bradford, Governor, 46 
Bragg, General, 352-354 
Brandywine, battle of the, 168 
Breckenridge, John C, 316 
Brewster, Elder, 46 
Brooklyn Bridge, 416 
Brooks, Preston S., assaults Charles 

Sumner, 305 
Brown, John, at Harper's Ferry, 312 
Bryan, William J., 429 
Bryant, William CuUen, 443 
Buchanan (bu-kan' an), James, sketch, 

310; portrait, 311; presidency of, 

310-322 
Buell, General, 335 
Buena Vista, battle of, 372 
Bull Run, first battle of, 324 ; second 

battle of, 341 
Bunker Hill, battle of, 150-152 
Burgoyne (ber-goin'). General, his in- 
vasion, 164-170; his surrender, 171 
Burnside, General, 342 
Burr, Aaron, 225 ; his conspiracy, 235 
Butler, General, 336, 349 

Cabinet, the President's, 211, 417 
Cabot, John, seeks the northwest pas- 
sage, 7 



Cabot, Sebastian, explores the coast of 

North America, 7 
Calhoun, John C, and nullification, 

268 ; portrait, 269 
California, seeks admission to the Union, 

296 ; admitted to the Union, 372 
Cambridge, 50 
Camden, battle of, 182 
Canada, 56, 89, 106, 150 
Canonicus, 46, 55 
Cape Cod, 45 
Carpet-bag rule, 380 
Carteret, 74, 12S 
Cartier (kar-tya'), 89 
Carver, John, 45 
Catholics, 37 

Cedar Creek, battle of, 357 
Centennial Exhibition., 410 
Cervera, Admiral, 432 
Chambersburg, 356 
Champlain (sham-plan), 89-91, 128 
Champlain, Lake, 91, 12S 
Chancellorsville, battle of, 343 
Charles I., 41, 42, 58, 59 
Charles H., 41, 42, 58, 71 
Charleston, 322 
Charter Oak, 61 
Charters, 27, 37, 44,47, 52, 59, 61, 65, 

72 
Chattanooga, 388 
Chattanooga, battle of, 352-354 
Chesapeake, Leopard dres upon, 238 
Chicago, 275 

Chickamauga, battle of, 351, 352 
Chili, trouble with, 421 
Chinese immigration, 398 
Chippewa (chip'e-wa), battle of, 247, 

371 

Christian Commission, 368 

Church of England, 42 

Civil service reform, 413 

Civil War, causes of, 318 ; principal 
events of, 322-366 ; results of, 369 

Clark, George Rogers, in the North- 
west, 177, 178 ; 192 



INDEX 



473 



C lay, Henry, portrait, 259; 271, 2()S 
Clermont, 234 

Cleveland, (Jrover, sketch, 414 ; por- 
trait, 415 ; 423 ; 425 

Clinton, DeWitt, and Erie Canal, 259 

Clinton, General, 170, 171, 174, 182, 
184, 186, 191 

Cold Harbor, battle of, 356 

Coligny (ko-len'-ye), 14, 128 

Colonies, life in the, at the close of the 
French and Indian Wars, 109-122 ; 
groups of, 109, 123, 124 

Colorado, 447 

Colored troops in the Civil War, 349-351 

Columbia River, 284 

Columbia University, 119 

Columbus, Christopher, his plans, 2 ; 
portrait, (facing) 2 ; his difticuliies, 3 ; 
first voyage of, 3 ; picture of fleet, 3 ; 
trials on his first voyage, 5 ; discovers 
America, 5 ; other voyages, 6 ; last 
days, 6 

Commerce, American, after the Revolu- 
tion, 195 

Committees of Correspondence, 142 

Compromise with Missouri, 258 ; with 
South Carolina, 271 ; of 1850, 297-299 

Concentration, 430 

Concord, battle of, 147-149 

Confederate States of America, organ- 
ization of, 319 

Congress, Continental, first meeting of, 
146 ; second meeting of, 149 ; has lit- 
tle power, 176, 194, 196 

Connecticut, early history of, 50-52 ; 
and the Northwest Territory, 197 

Conscription, in the North, 351; in the 
South, 351 

Constitution of the United States, events 
leading to, 19S-200 ; ratified, 200 ; 
slavery compromises in, 200 ; strict 
and liberal construction of, 211 

Constitution captures tlie Gucrrih i\ 244 

Continental currency, 176 

Conway Cabal, 174 



Cooper, James Fenimorc, 442 
Cornwallis, General, 161, 162, 182-1S4, 

188, 191 
Coronado, 12S 
Cortez conquers Mexico, 18 
Cotton export, 328, 329, 388, 390 
Cotton-gin, invention of, 215 
Cowpens, battle of, 189 
Creek Indians, war with, 249 
Creve-Crcur (krev-ker'), 92 
Cromwell, Oliver, 42 
Crown Point, Fort, 103 ; Americans 

capture, 150; Burgoyne captures, 164 
Cuba, Island of, 301, 430 
Cubans rise against Spain, 430 
Ciiinlierland destroyed by the Alerri- 

II! ac, 330 
Cunard Steamship Line, 372 
Cushing, Lieutenant, 346 

Dakota, North, 396 

Dakota, South, 396 

Dale, Sir Thomas, 31 

Daughters of Liberty, 135 

Davenport, John, 52 

Davis, Jefferson, sketch, 320 ; elected 
President of the Confederacy, 320 ; 
flight and capture of, 366 

Dawes, William, 148 

Dawes Act, 407 

Declaration of Independence, 153-155 

" Decrees," 239 

De Kalb (de kalb). Baron, 173 

Delaware, early history of, 75 

Delaware, Lord, 31 

Democratic Party, 220, 263, 316, 426,429 

Democratic-Republican I'arty, 220, 222, 
224, 243 

Deposits, removal of, 272 

De Soto (so'to), lands in Florida, 13 ; 
discovers the Mississippi, 13 ; por- 
trait, 13 

Detroit, 246 

Dewey, Admiral George, 431 

Dingley Tariff, 433 



474 



INDEX 



Dinwiddie, Governor, 98 
Discovery, aids to, i 
District of Columbia, slavery in, 298 
Dorchester Heights, 153 
Dorr rebellion in Rhode Island, 372 
Douglas, Stephen A., 303, 316 
Draft riots, 351 
Drake, Sir Francis, 20, 24 
Dred Scott decision, 310 
Du Quesne (dii-kfin'), Fort, 99 
Dutch, in New Netherland, 64-69; 
reasons for their failure, 69 

Eads, Captain, and the Mississippi jet- 
ties, 386 

Early, General, his raid in the Shenan- 
doah, 356 

Eaton, Theophilus, 52 

Edison, Thomas A., 410 

Education, 113, 116, 119, 441 

Edward, Fort, 165 

El Caney, 434 

Electoral Commission, 411 

Electoral Count Bill, 412 

Elizabeth, Queen, 21, 25 

Emancipation Proclamation, 348, 349 

Embargo, 239, 240 

Emerson, Ralph Waldo, 444 

Endicott, John, 47 

England, her need of America, 23 ; im- 
presses American seamen, 237 ; in- 
jures American commerce, 239 ; and 
the Cjvil War, 326-329 and 361-363 ; 
and Venezuela, 427 ; friendship of, 

435 
Era of good feeling, 263 
Ericsson, John, and the Monitor, 330 
Ericsson, Leif, 9 
Erie Canal, 259-262 
Eutaw Springs, battle of, 202 
Exports, leading, 388 

Fair Oaks (Seven Pines), battle of, 

339 
Faneuil Hall, 135 



Farragut, Admiral David G. , at New 
Orleans, 336 ; sketch, 360 ; at Mobile 
Bay, 360 

Federalist Party, 200, 208, 220, 222, 243 

Fifteenth Amendment, 380 

Filibustering Expeditions, 301 

Filipinos, rebellion of, 435 

Fillmore, Millard, sketch and portrait, 297 

Five Forks, battle of, 365 

Five Nations (see Six Nations), 77 

Flag, American, 171 

Flatboat, 228 

Florida, purchase of, 254 ; admitted to 
the Union, 372 ; market gardening 
in, 389 

Foote, Commodore, 333 

Forest reservations, 402 

Fort Donelson, 333 

Fort Henry, 333 

Fort Orange (Albany), 66 

Fort William Henry, massacre at, 129 

Fourteenth Amendment, 380 

France, her struggle with England for 
control of America, 95 ; American 
treaty with, 172 ; aids the Americans 
with her fleets, 179 ; at war with Eng- 
land, 217 ; regains Louisiana, 230 ; 
injures American commerce, 239 

Franklin, Benjamin, 100 ; his plan of 
union, 125-127 ; sketch, 126 ; 155, 
171 ; portrait, 172 

Fredericksburg, battle of, 342 

Freedmen, and Southern legislation, 
376 ; and education, 390 

French forts, 97 

French Revolution, 218 

French War, Last, 96-107 ; causes of, 
96-98 ; principal events of, 100-106 : 
treaty of peace, 106 ; other results of, 
107 

Fugitive Slave Law, 299 

Fulton, Robert, 234 

Gadsden Purchase, 293 
Gage, General, 145, 147, 148 



INDEX 



475 



Garfield, James A., sketch and portrait, 
4'3 

Garrison, William Lloyd, 2S7 

Gates, General, 171, 182 

Genet (zhe-na) Citizen, defies Washing- 
ton, 218 

George III., 139-145, 192 

Georgia, early history, 40 ; secedes, 319, 

373 

Germantown, battle of, 202 

Gettysburg, battle of, 344-347 

Gilbert, Sir Humphrey, 21 

Gold, discovery of, in California, 294- 
296 

Gorges, Sir Ferdinando, 63 

Gosnold, Bartholomew, 24 

Gourges (gorg), Dominique de, in Flor- 
ida, 15 

Government, colonial, 123-126 

Grant, Ulysses S., at Fort Donelson, 
333 ; at Shiloh, 334 ; at Vicksburg, 
347 ; at Chattanooga, 352 ; sketch, 
353 ; in campaigns about Richmond, 
355-366 ; captures Lee's army, 366 ; 
made President, 382 ; his Indian 
policy, 405 

Gray, Captain, 232 

Great Meadows, 99 

Greeley, Horace, 367 

Greenbacks, 412 

Greene, General, 1 88-1 90 

Granville, Lord, 133 

Griffin, 92 

Griffin's Wharf, 145 

Guantanamo, 433 

Guerriire (gar-ryar), captured, 244 

Guilford Court House, battle of, 189 

" Hah, Coi.UMiiiA," 221 

Hale, Nathan, 159 

Half Moon, 64 

Hamilton, Alexander, favors a strong 

Union, 211 ; financial policy of, 212 ; 

portrait, 212 ; killed by Burr, 235 
Hamilton, Colonel, 177, 178 



Hancock, John, 148, 149, 155 

Harrison, Benjamin, 402, 418 ; sketch, 
423 ; portrait, 423 ; elected Presi- 
dent, 426 

Harrison, William Henry, 241, 242 ; 
sketch, 282 ; portrait, 2S3 

Hartford, 50, 52, 61 

Hartford, at Mobile Bay, 361 

Hartford Convention, 251 

Harvard College, 113 

Havana, 430 

Hawaii (ha-wl'e), revolution in, 423 

Hawthorne, Nathaniel, 443 

Hayes, Rutherford B., sketch, 385 ; 
withdraws troops from the South, 
3S6 ; portrait, 386; election of, 411 

Hennepin, 129 

Henry, Patrick, 136, 146, 201 

Hessians, 154, 162 

Hobson, Lieutenant, 433 

Holland at war with England, 175 

Holmes, Oliver Wendell, 444 

Holy Alliance, 255 

Hood, General, 359 

Hooker, Joseph, 343, 354 

Hooker, Thomas, 50-52 

Howe, General, 150, 159, 167-170, 174 

Hudson, Henry, discovers the Hudson 
River, 64 

Hudson River, 64, 65, 68, 158, 164 

Huguenots (hu'ge-nots) in France, 14 ; 
their settlements, 14 ; Spanish de- 
stroy settlements of, 15 

Hull, Captain Isaac, 244 

Hull, General William, 246 

Hutchinson, Anne, 55 

Iberville (e-ber-vel), 129 

Idaho, 396 

Illinois, 372 

Immigration, foreign, table of, 274 ; 

306, 307. 393-395 
Impeachment, President Johnson's, 379 
Impressment of American seamen, 219, 

237 



4/6 



INDEX 



Income Tax, 426 

Independence of the United i-'tates, 191 

Independent Treasury, 278 

Indiana, 37: 

Indians, division of, 76 ; character of, 
77 ; occupations of, 78 ; their canoes 
and snow-shoes, 78 ; wampum, 79 ; 
religion, 80 ; clan and tribe, 81 ; com- 
munal living, 81 ; number of, 84 ; in- 
fluence of, upon the whites, 85 ; early 
wars with, 86-88 ; aid Burgoyne, 165 ; 
use of, by the English, 176 ; reserva- 
tion system, 407 

Intercolonial Wars, g6 

Internal improvements, 262, 263, 276 

" Ironsides, Old," 244 

Iroquois (ir-o-kwoi) Indians (see Five 
Nations and Six Nations), 65, 67 ; 
and Champlain, 90 ; enemies of 
French, 91 ; and fur trade, 95 ; and 
St. Leger, 166 

Irrigation, 400 

Irving, Washington, 442 

Italy, trouble with, 420 

Jackson, Andrew, at battle of New 
Orleans, 249-251; in Florida, 254; 
presidency of, 265-277 ; sketch, 265 . 
portrait, 266 

Jackson, C. T., 284 

Jackson, Thomas J. ("Stonewall"), in 
the Shenandoah, 341 ; sketch and por- 
trait, 344 

James I., 28, 41-43 

James II., 41, 42, 60 

Jamestown, settlement of. 27 

Japan, treaty with, 301 

Jay, his treaty with England, 219 

Jefferson, Thomas, 136; writes Decla- 
ration of Independence, 155 ; opposes 
a strong union, 211 ;• presidency of, 
224-240 ; sketch, 224 ; portrait, 226 

Jesuit missionaries, 91 

Johnson, Andrew, presidency of, 374- 
383 ; sketch and portrait, 375 ; his 



plan of reconstruction, 375 ; im- 
peached. 3/9 

Johnston, Albert Sydney, 333 

Johnston, Joseph E., 325, 340, 347, 

355, 358-59. 366 
Joliet (zho-lya/), 92 
Jones, John Paul, 171, 179 

Kalb, Baron de, 173 

Kansas, struggle for, 303-305 ; admitted 

to the Union, 373 
Kansas-Nebraska Bill, 303 
Kaskaskia, 177 

Kcarsarge, sinks the Alabama, 363 
Kenesaw Mountain, battle of, 358 
Kentucky, Resolutions presented by, 

222 ; life in, 227. 371 
King George's War, 96 
King Philip's War, 87 
King William's War, 96 
King's Mountain, battle of, 182, 183 
Knights of Labor, 417 
Knox, Henry, 211 
Kosciusko (kos-i-us'ko), 173 
Ku-Klux Klan, 381 

La Fayette (la-fa-yet'), sketch, 168 ; 
portrait, 170 ; in Virginia, 190 

La Salle (la sal'), explores the Missis- 
sippi, 92 ; his aims and work, 93 

Lake Erie, Perry's victory on, 246 

Lands, Public, 395 

Las Guasimas, 433 

La7vrenct\ Perry's flagship, 246 

Lee, Charles, 160, 161, 167, 168, 174 

Lee, Fort, 159, 160 

Lee, Richard Henry, 154 

Lee, Robert E. , sketch, 340 ; in Pen- 
insular campaign, 340 ; portrait, 342 ; 
at Antietam, 342 ; at Fredericksburg, 
342 ; at Chancellorsville, 342 ; at Get- 
tysburg, 345 ; in campaigns of 1864 
and 1865, 355-366 ; his surrender, 366 

Leisler (lis'ler), Jacob, leads an uprising 
against Andros, 70 



INDEX 



477 



Lewis and Clarke's Expedition, 221-233 

Lexington, battle of, 147-149 

Liberator, William Lloyd Garrison's, 287 

Lincoln, Abraham, sketch, 316 ; por- 
trait (facing), 318 ; presidency of, 
322-367 ; assassinated, 367 

Lincoln, General, 182 

" Line of Demarcation," 77 

Literature, 443 

London Company, 26, 27 

Long Island, battle of, 159 

Longfellow, Henry W., 444 

Lookout Mountain, battle of, 354 

Louisburg, 96 

Louisiana, 371 

Louisiana Purchase, 230-232 

Lovejoy, Elijah P., 288 

Lowell, James Russell, 444 

Lundy's Lane, battle of, 247, 371 

McClellan, George B., in the Penin- 
sula Campaign, 336-341 

McCormick reaping-machine, 279 

McCrea, Jane, 165 

McDonough (mak-don'6), Thomas, on 
Lake Champlain, 248 

McDowell, General, 324, 339 

McKinley, William, author of McKinley 
Bill, 426; sketch and portrait, 428, 
429 ; conduct of Spanish War, 430 

Madison, James, portrait, 240; sketch, 
241 ; presidency of, 241-252 

Magellan (ma-jel'an), wonderful voyage 
of, 8 

Mails, 207 

Maine, 372 

Maine (The), 430 

Malolos, 435 

Malvern Hill, battle of, 340 

Manassas (ma-nas'as), battle of (see 
Bull Run) 

Manhattan Island, 65, 66 

Manila, 431 

Manufactures, in New England, 61. 
240 ; in the South, 388 



Marion, Francis, 184 

Marquette (mar-ket'). Father, 92, 128 

Marshall, Chief Justice, 223, 371 

Maryland, early history of, 37-39 ; and 
the Northwest Territory, 197 

Mason. John, 86 

Mason and Dixon's Line, 38 

Mason and Slidell seized on the Trent, 
326 

Massachusetts, early history of, 45-60 

Massachusetts Bay Company, 46, 47 

Massasoit (mas-a-soit'), 46 

Maximilian, Archduke, in Mexico, 364 

Meade, George G. , portrait, 346; at 
Gettysburg, 344-347 

Melendez in Florida, 15 

Merrimac, Confederate ironclad, 329 

Merriiiiac, United States collier, 433 

Merritt, General, 432 

Mexican War, 290-293 

Mexico, City of, occupied by American 
troops, 372 

Michigan, 372 

Middle Colonies, 118-121 ; mixed pop- 
ulation of, 118 ; occupations of people 
in, 118 ; education in, 119; crimes and 
punisJiments in, 119; life and man- 
ners of the Dutch in, 119 

Miles, General, 435 

Mills Bill, 426 

Mimms, Fort, massacre at, 249 

Minnesota, 373 

Missionary Ridge, battle of, 354 

Mississippi, 372 

Mississippi River, importance of, in the 
Civil War, 331 

Missouri, 372 

Missouri Compromise, 258, 259 

Mobile Bay, battle of, 359-361 

Mohawk River, 91, 164 

Monitor, Union ironclad, 329 

Monmouth, battle of, 174 

Monroe, James, presidency of, 254-259 ; 
sketch, 254 : portrait, 255 

Monroe Doctrine, 254-256, 427 



478 



INDEX 



Montana, 396 

Montcalm, General, 102, 106 

Montgomery, 150 

Montreal, 150 

Moore's Creek Bridge, battle of, 202 

Morgan, Daniel, at battle of Cowpens, 

189 
Mormons, 397 
Morris, Robert, 162, 163 
Morristovvn, 162, 168 
Morse, Samuel F. B., and the telegraph, 

282 ; portrait, 284 
Morton, W. T. G., 284 
Moultrie (mol'tri), Fort, 158 
Mound Builders, 82-84 
Mount Vernon, home of Washington, 

204, 205 
Municipal reform, 439 

Napoleon I., 229-231, 242 

Napoleon III., and the Confederate 
navy, 363 ; and Mexico, 364 

Narragansett Indians, 46, 55 

Narvaez (nar-va-ath'), explores Florida, 
18 

Nashville, battle of, 373 

National Republican Party, 263 

National road, 256, 257 

Navigation Laws, 35, 59, 131 

Navy, United States, in the Revolution, 
178, 179 ; in War of 1812, 244 ; our 
new, 421 

Nebraska, 447 

Negro suffrage, 380, 383 

Nevada, 373 

New Amsterdam, 66 

New England, industries and trade of, 
61 ; occupations of the people in, no ; 
religion and church worship in, no; 
education in, 113 ; crimes and punish- 
ments in, 113 ; life and manners in, 
114 ; and Protection, 269 

New England Confederacy, 56 

New Hampshire, early history of, 63 

New Haven, 52 



New Jersey, early history of, 74 

New Netherland, early history of, 65- 

68 ; becomes New York, 68 

New Orleans, battle of, 249-251 ; capt- 
ure of, 336 ; Cotton Centennial, 390 
New York, under English governors, 

69 ; and the Northwest Territory, 

197 

New York City, 262 

Newspapers, 122, 279, 443 

Non-Importation agreements, 138, 143 

Norfolk, 329 

North, economic conditions in, 309 ; ad- 
vantages of, 320 

North Carolina, early history of, 40 ; 
secedes, 324, 373 

North Dakota, 396 

Northern point of view, 318 

Northmen, 9 

Northwest Boundary, 284 

Northwest Passage, 7 

Northwest Territory, conflicting claims 
to, 197 

Nullification, 222, 268, 270, 271 

Ocean Steamships, 279 

Oglethorpe (o'gl-thorp), James, 40 

Ohio, 371 

Ohio Company, 98 

Oklahoma (ok-la-ho'ma), territory opened 

to settlement, 418 
Old North Church, 148 
Old South Church, 135, 145 
Olney, Richard, 427, 428 
" Orders in Council," 239 
Ordinance of 1787, 198 
Oregon, 373 
Oregon (The), 432 
Oregon Country, 232, 284-286 
Ostend (os-tend') Manifesto, 301 
Oswego, 166 
Otis, James, 132 

Pacific Ocean, discovery of, 18 
Pacific Railroads, 399 



INDEX 



479 



Pack-horse, 226 

Paine, Thomas, writes Common Sense, 
154 

Pakenham (pak'en-am), Sir Edward, 
250 

Palo Alto (pa'lo al'to), battle of, 372 

Pan-American Congress, 420 

Panic, Financial, of '37, 277 ; of '57. 
310 ; of '73, 407 ; of 'g3, 424 

Paper money, 176, 197, 412 

Parkman, Francis, 444 

Partisan warfare in the South, 184 

Patroons in New Netherland, 66 

Pemberton, General, 347, 348 

Penn, William, proprietor of Pennsyl- 
vania, 71-73 ; portrait, 71 

Pennsylvania, early history of, 71-73 

Pennsylvania, University of, 119 

Pension Bill, 419 

Pepperrell, Colonel, 96 

Pequot Indians, 86 

Perry, Commodore, in Japan, 301 

Perry, Oliver II., his victor)' on Lake 
Erie, 246 

Personal Liberty Bills, 300 

" Pet banks," 272 

Petersburg, explosion of mine at, 356 

Petition, right of, 289 

Philadelphia, 72 

Philippine Islands, 435 

Phonograph, 410 

Pickett, General, 346 

Pierce, Franklin, portrait, 301 ; sketch, 
302 ; presidency of, 303-310 

Pilgrims, go to Holland, 43 ; aims and 
character of, 44 ; voyage to America, 
44 ; settle at Plymouth, 45 ; covenant 
and democracy, 45, 46 ; relations with 
the Indians, 46 

Pinckney, Charles C, 221 

Pitt, William, 103, 13S 

Pittsburg I-anding, battle of. 333 

Pizarro (pi-zaro), conquers Peru, 18 

Plymouth Company, 26 

Pocahontas, 29 



I'olk, James K., sketch and portrail, 
291 ; presidency of, 291-296 

Polygamy among the Mormons, 398 

Ponce de Leon (pun'-tha da la-tin), dis- 
covers Florida, 12 

Pontiac, his conspiracy, 108, 126, 12^ 

Pope, General, 341 

Port Bill, Boston, 145 

Port Hudson, surrender of, 348 

Porto Kico, 435 

Portugal leads in discovering an eastern 
route, 2 

Potomac, Army of, 336 

Powhatan (pow-ha-tan'), 29 

Prescott, Colonel, 150 

Prescott, William II., 444 

Presidential succession, 416 

Princeton, battle of, 162 

Princeton College, iig 

Prisoners, difficulties about e.xchange of, 
in Civil War, 349-351 

Privateering, in Revolution, 179; in 
War of 1812, 246 

Problems of the hour, 444 

Protective Tariff, 214, 267-269, 425- 
427, 429 

Providence, R. I., 55, 128 

Provincial Congress, 147 

Public Schools, 278 

Pullman boycott, 427 

Puritans, 42-59 ; obtain a charter, 47 ; 
settlements, 48 ; government, 49 ; re- 
ligious intolerance, 52-55 ; persecute 
the Quakers, 57 ; have trouble with 
England, 58 

Putnam, Israel, 107, 150, 159 

(,)IAKF.RS, 57, 58, 71 

Quebec, 90 ; capture of, by Wolfe, 103 
Queen Anne's War, 96 

R.\iLRO.\DS, 272-274, 399 
Raleigh, Sir Walter, sketch, 20 ; por- 
trait, 21 ; colonies, 21-23 



48o 



INDEX 



Reconstruction, Johnson's pian of, 375 ; 
congressional plan of, 376 ; work of, 
complete, 378 ; difficulties and results 
of, 382 

Religious intolerance among the Massa- 
chusetts Puritans, 52-58 

Republican Party, 306, 316, 426, 42S 

Reservations, Indian, 407 

Resumption of specie payments, 412 

Revere, Paul, 148 

Review of the army at Washington, 373 

Revolution, American, causes of, 130- 
147; principal events of, 147-191 ; 
results of, ig2 

Rhode Island, settled, 52 ; religious 
toleration in, 55 

Richmond, Virginia, Confederate capi- 
tal, 320 ; evacuated by Lee, 365 

Right of Search claimed by Englantl, 

237 
Rivers, twofold use of, 228 
Rochambeau, igo 

Rolfe, John, marries Pocahontas, 29 
Roosevelt, Theodore, 433 
Rosecrans (roze-cranz), General, 352 
Ross, General, 248 
" Rotten boroughs," 139 
Rough Riders, 433 
Roxbury, settled, 47 

Sampson, Admiral, 433 

St. Augustine, 15. 128 

St. Lawrence River, 89-91 

St. I>eger (sant lej'er) in Western New 

York, 166 
St. Mary's, settlement at 37 
Salem Witchcraft, 112 
San Francisco, 296 
San S-lvador, 6 
Sanitary Commission, 368 
Santiago, 434 

Savannah, Sherman captures, 359 
Savannah, 2'jq 
Say-and-Sele, Lord, 52 
Saybrook, 52 



" Scalawags," 380 

Schuyler, General, 1G4, 171 

.Scrooby, England, 43 

Seal fisheries, 422 

Secession, 270, 319 ; of the remaining 

Cotton States, 319 ; of Virginia, North 

Carolina, Tennessee, and Arkansas, 

324 
Seminole Indians, 254 
Semmes (semz). Captain, 362 
Scrap! s, 180 

Seven Days' Battles, 340 
Seven Pines, battle of (see Fair Oaksi 
Schley, 435 
Shafter, 434 

Shays's Rebellion, 196, 197 
Shenandoah Valley, Jackson in, 340 ; 

Early in, 356 ; Sheridan in, 356 
Sheridan, Philip H., in the Shenandoah, 

356 ; portrait, 356 ; at Cedar Creek, 

357 ; sketch, 357 ; at Five Forks, 365 
Sherman, Roger, 155 

Sherman, William T. , sketch, 357 ; por- 
trait, 357 ; captures Atlanta, 358 ; 
his " March to the Sea," 359 ; capt- 
ures Johnston's army, 366 

.Sherman Act, 425 

Shiloh, battle of, 333 

Silver, legislation, 424 ; free, 428 

Six Nations, 72 (see Iroquois) 

Slavery, in Virginia, 34 ; cotton-gin and, 
215 ; in the North and the South, 
257 ; real cause of the Civil War, 318 

Slidell, seized ofl the Trent, 326 

Smith, Captain John, his services to the 
Virginia colonists, 28 ; sketch, 29 ; 
portrait, 29 ; returns to England, 31 

Smith, Joseph, 397 

Solid South, 385 

Sons of Liberty, 135 

South, economic conditions in, 307-309 ; 
advantages of, 321 ; seizes national 
property, 321 ; condition at the close 
of the Civil War, 374 ; the new, 3S5- 
392 ; troops withdrawn from, 385 



INDEX 



481 



South Carolina, 40 ; objects to Protec- 
tion, 267, 268 ; and State Rights, 270, 
271 ; secedes, 318 

South Dakota, 396 

Southern Colonies, 116-11S; occupa- 
tions of the people of, 116; education 
in, ii6 ; life and manners in, 117 

Southern point of view, 318 

Spain claims Florida, 14 ; advantages 
of, in the New World, 16 ; reasons 
for failure, 17 ; relations with Eng- 
land, 19 ; rise of Cubans against, 430 

Spaniards, precious metals main object 
of, 12 ; and the Indians, 13 ; destroy 
Huguenot settlements, 15 

Spanish fleet destroyed, 432 

Specie Circular, 276 

Speed-wcll, 44 

Spoils system, 266 

Spottsylvania Court House, battle of, 
356 

Stamp Act, 133-135 ; Stamp Act Con- 
gress, 137 ; repeal of, 138 

Standish, Myles, portrait, 46 

Stanwix, Fort, 166 

Star of the West, 322 

Star-Spangled Banner, 248 

Stark, John, 166 

State Rights, 270, 271, 318 

Statue of Liberty, 418 

Steamboat, Fulton's first, 234 ; launched 
on the Ohio River, 235 

Stephens, Alexander H., sketch and 
portrait, 320 

Steuben, Baron, 173 

"Stonewall" Jackson (see Jackson, 
Thomas J.) 

Stowe, Harriet Beecher, 300 

Street railways, 440 

Strike, railroad, 408, 427 

Stuyvesant (sti've-sant). Governor, 69 

Sugar and Molasses Act, 131 

Sullivan, General, 159 

Sumner, Charles, assault on, 305 

Sumter, Fort, Confederates capture, 324 



Surplus, 425 

Sutter, Captain, 294 

Swedes, settlement made by, 75 

Takiki-, 214, 267-269, 425-427, 428, 429 

Taxatfon, 38, 42, 134 ; without rjspre- 
sentation in America, 138 ; without 
representation in England, 139 

Taylor, Zachary, 391 ; portrait, 292 ; 
sketch, 296 

Tea, tax on, 142-145 

Tecumseh (te-kum'se), 241 

Telegraph, 2S2, 400 

Telephone, 410 

Temperance movement, 279, 280 

Tennessee, life in, 227 ; 371 

Tt'iiiwssee, Confederate ironclad, 360 

Territ-ories, slavery in, 303, 310, 316 

Texas, annexation of, 290 ; admitted to 
the Union, 372 

Thames River, battle of, 371 

Thirteenth Amendment, 376, 3S0 

Thomas, General, 352, 354 

Ticonderoga, Fort, 103, 129 ; Amer- 
icans capture, 150 ; Burgoyi>e capt- 
ures, 164 

Tilden, Samuel J., 41 1 

Tippecanoe, battle of, 242 

Tobacco, 33. 35. 39 

Tories, 138, 158 

Township, New England, 48 

Trade, Colonial, 131, 132 

Travel, modes of, 121, 207, 226 

Treaty at close of last French War, 
106 ; at close of Revolution, 191 ; 
Jay's, 219 ; at close of War of 1S12, 
252 ; with Mexico, 293 ; between 
Venezuela and England, 427, 428 

Trent Affair, 326 

Trenton, battle of, 161, 162 

Tuscaroras (tus-ka 10 ras), 77 

Tyler, John, sketch, 282 ; portrait, 283 

" Uncle Tom's Cabin," 300 
L'nderground Railroad, 300 



482 



INDEX 



United States, natural advantages of, 

439 
United States Bank, 271, 272 
Utah, 396 

Valley Forge, suffering at, 172, 175 
Van Buren, Martin, sketch and portrait, 

277 ; presidency of, 277, 278 
Venezuela (ven-e-zvve-la) and England, 

437, 42S 
Vera Cruz (ve'-ra kroz), surrender of, 372 
Vermont, 371 

Verraz.nno (ver'rat-sa'nu), 89 
VespuciuS, Americus, 7 
Vicksburg, capture of, 347 
Vincennes, 17S 
Virginia, early history of, 27-36 ; and 

the Northwest territory, igy 
Virginia and Kentucky Resolutions, 222 
Villi arc, 187 

Wallace, Lew, 356 

War of 1 81 2, causes of, 242 ; principal 
events of, 244-251 ; results of, 252 

Warren, Josq^h, 148, 150, 151 

Washington, I). C. , made the national 
capital, 213 ; captured by the British, 
248 

Washington, Fort, 159 

Washington, George, his journey to the 
.French forts, 98 ; at Great Meadows, 
99 ; with Braddock, loi ; takes com- 
mand of the American army. 152 ; in 
the Revolution, 1 52-191 ; Presidency 
of, 203-219 ; sketch, 204 ; inaugu- 
rated, 205 ; formality of, 208-2 to ; 
his cabinet, 211 

Washington, Lawrence, gS 

Washington Elm, 151 



Webster, Daniel, and the Union, 269 ; 
portrait, 270 

Wells, Horace, 284 

West, rapid growth of, 274 ; influence 
of, in favor of nationality, 309 ; ex- 
pansion of, 396 

West Virginia, 373 

Western lands, speculation in, 275 

Wethersfield settled, 50 

Weyler, General, 430 

Whig Party, 305, 306 

Whiskey Rebellion, 214 

White Plains, battle of, 202 

Whitney, Eli, invents cotton-gin, 215 

Whittier, John Greenleaf, 444 

Wild-cat banking, 275 

Wilderness, battles of, 355 

Williams, Roger, 54, 55 

Williamsburg, 136 

Williamsburg, battle of, 340 

Wilmot, David, 293 

Wilmot Proviso, 293 

Wilson Bill, 426 

Windsor settled, 50 

Winthrop, John, 50, 51 

Wisconsin, 372 

Witchcraft, Salem, 112 

Wolfe, General, captures Quebec, 103- 
106 

World's Columbian E.Kposition, 424 

Writs of Assistance, 132 

Wyoming, attack on, 202 

Wyoming, 396 

X. V. Z. Papers, 220 

Yale College, 113 
Yorktown, McClellan at, 338 
Young, Brigham, 398 



OOi i£^859 



LIBRARY OF CONGRESS 




011446 737 6 ^ 




i.i i: i J.i-m«M)^'j 



